This thesis documents the evolution and evaluation of a conceptual model for developing and researching student teachers’ online pedagogical practice. The research is set against a backdrop of significant investment in web-based technologies in formal schooling in the United Kingdom (UK). Thus, the research questions some of the factors that affect the development of student teachers’ online professional and pedagogical practice faced with new opportunities to utilise web-based tools. As the project evolved it became apparent that a more fundamental research question was: How do we research student teachers’ professional learning and development with new technologies in a manner that recognises their active agency in the process?
|Doctor of Philosophy
|Published - Oct 2011