Connecting Personal and Professional Learning Narratives in Teacher Education: Implications for Policy

The international implications of policy change for teacher education are illuminated in this paper which will share analysis of the design, planning, teaching of, and responses to, a post- graduate module for pre-service primary school teachers. At
the University of Brighton, we have developed a pedagogical model of professional learning that exploits the personalisation and connectivity that professional blogs can yield, to construct a meaningful narrative of professional development that blends university and school-based learning. This paper will consider the developing role and contribution of higher education to the education of student teachers through analysis of their and their tutors’ experiences of this module, as they struggle to conform to required, practical change in a creative and productive way.