Put posters over the glass bit on the door and disappear: tutor perspectives on the use of VLEs to support pre-service teachers, Teaching in Higher Education, 13 (2), 169-181.

Linda Clarke, Lesley Abbott

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study examines the perspectives of teacher tutors on the value of the onlinecomponents of PGCE (Post Graduate Certificate in Education) courses at theUniversity of Ulster. The work has been undertaken as part of the ESRC-fundedproject, A Values-based Approach to Teacher Education. It is set within the valueladencontexts of government investment in ICT infrastructure and strategy andof the post-RAE2001 angst that has been evident among researchers ineducational informatics.The study draws upon elements of Community of Practice theory, seekingevidence for commonalities of domain, community and practice. Evidence of theseis to be found in the responses of the tutors and the online community isparticularly valued as an antidote to the tendency of teachers: to hide away inclassrooms . . . and put posters over the glass bit on the door and disappear.
LanguageEnglish
Pages169-181
JournalTeaching in Higher Education
Volume13
Issue number2
DOIs
Publication statusPublished - Apr 2008

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tutor
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teacher
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internet community
community
certification
Values
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infrastructure
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Keywords

  • teacher education
  • online
  • community of practice

Cite this

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title = "Put posters over the glass bit on the door and disappear: tutor perspectives on the use of VLEs to support pre-service teachers, Teaching in Higher Education, 13 (2), 169-181.",
abstract = "This study examines the perspectives of teacher tutors on the value of the onlinecomponents of PGCE (Post Graduate Certificate in Education) courses at theUniversity of Ulster. The work has been undertaken as part of the ESRC-fundedproject, A Values-based Approach to Teacher Education. It is set within the valueladencontexts of government investment in ICT infrastructure and strategy andof the post-RAE2001 angst that has been evident among researchers ineducational informatics.The study draws upon elements of Community of Practice theory, seekingevidence for commonalities of domain, community and practice. Evidence of theseis to be found in the responses of the tutors and the online community isparticularly valued as an antidote to the tendency of teachers: to hide away inclassrooms . . . and put posters over the glass bit on the door and disappear.",
keywords = "teacher education, online, community of practice",
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note = "Reference text: Austin, R. 1995. Using electronic mail in initial teacher education to develop European awareness. Journal of Information Technology for Teacher Education 4: 22735. Barnett, M. 2002. Issues and trends concerning new technologies for teacher professional development: A review of the literature. Annual Meeting of the American Educational Research Association, New Orleans. Clarke, L. 2002. Putting the ‘C’ in ICT: Using computer conferencing to foster a community of practice among student teachers. Journal of Information Technology in Teacher Education 11, no. 2: 15773. DENI. 2004. emPowering Schools. http://www.empoweringschools.com/ De Lima, J.A. 2004. Trained for isolation: the impact of departmental cultures on student teachers’ views and practices of collaboration. Journal of Education for Teaching International Research and Pedagogy 29, no. 3: 197217. Department of Education Northern Ireland, Education and Training Inspectorate. 2005. A survey of the induction and early professional development of beginning teachers. http:// www.etini.gov.uk/dev_of_beginning_teachers.pdf Dutt-Doner, K.M., and S.M. Powers. 2000. The use of electronic communication to develop alternative avenues for classroom discussion. Journal of Technology and Teacher Education 8, no. 2: 15372. Fisher, T., C. Higgins, and A. Loveless. 2006. Teachers learning with digital technologies: A review of research and projects. Futurelab, Bristol. http://www.futurelab.org.uk/research/ lit_reviews.htm Fraser, A. 1999. Colleges should tap the pedagogical potential of the world wide web. Chronicle of Higher Education 48, B8. http://chronicle.com/ Galanouli, D., and J. Collins. 2000. Unmediated computer conferencing to promote reflective practice and confidence building in initial teacher education. Journal of Information Technology for Teacher Education 8, no. 2: 23754. Gall, M.D.,W.R. Borg, and J.P. Gall. 1996. Educational research an introduction, 6th ed. New York: Longman. Gardner, J., and D. Galanouli. 2004. Research into information and communications technology in education: disciplined inquiries for telling stories better. Technology, Pedagogy and Education 13, no. 2: 14761. General Teaching Council Northern Ireland. 2005. gtcni reviews of teacher competences and continuing professional development. GTCNI, Belfast. http://www.gtcni.org.uk/ Hawkey, K. 2003. Asynchronous text-based discussion: a case study with trainee teachers. Education and Information Technologies 8, no. 2: 16577. Kyriakidou, M. 1999. Electronic-conferencing: Promoting a collaborative community with learning opportunities for developing teachers. Paper presented at the British Educational 180 L. Clarke and L. Abbott Downloaded By: [University of Ulster] At: 10:43 2 April 2008 Research Association annual conference, University of Sussex, 25 September, in Brighton, UK. Lambe, J., and L. Clarke. 2003. Factors influencing the use of computer conferencing by student teachers. European Journal of Teacher Education 26, no. 3: 35163. Lave, J., and E. Wenger. 1991. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. November, A. 2006. The challenge of change. Xchange 2006 Conference, Belfast. http:// becta.org.uk/xchange2006/ Selinger, M. 1997. Open learning, electronic communications and beginning teachers. European Journal of Teacher Education 20, no. 1: 7184. Underwood, J. 2004. Research into information and communications technologies: Where now? Technology, Pedagogy and Education 13, no. 1: 13546. Wenger, E. 1998. Communities of practice, learning, meaning and identity. Cambridge: Cambridge University Press. Wenger, E. 2001. Supporting communities of practice: A survey of community orientated technologies. www.ewenger.com. Wenger, E., R. McDermott, and W. Snyder. 2002. Cultivating communities of practice. Boston, MA: Harvard Business School Press.",
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