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Ryan, J.; Davies, J. D. (2010)
Publisher: Athens Institute for Education and Research (ATINER)
Languages: English
Types: Part of book or chapter of book

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Trainee teachers in the United Kingdom spend a substantial amount of time in schools compared to the time that they now spent at a University or other Higher Education establishment. For a one year Post-Graduate Certificate in Education (PGCE) two thirds of a trainee’s time will be spend in schools and one third at the University. Twenty years ago a trainee on a PGCE programme would spend approximately two thirds of their time at the University and one third in a school environment. The balance of time spent in schools and at the University has therefore shifted significantly. It could be argued that the school context is much more focused on trainees’ learning and that the University elements are much more centered on teaching the trainees. In this sense it would be easy to conclude that there has been a significant shift from teaching to learning within teacher education. This paper seeks to explore the positive benefits and possible constraints surrounding the use of online resources designed to support workplace mentors and trainees. The impact of a significant increase in the use of virtual learning environments (VLEs) and access to online materials within Higher Education, including PGCE training, has helped shift the nature of teaching and learning approaches. We are particularly interested in exploring the ways that online materials and discussion forums are being, and could be, used to support learning.
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