Narrative ecologies: a teacher-centred model for professional learning and practice with technologies in initial teacher education

Research output: ThesisDoctoral ThesisResearch

Abstract

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?
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • University of Brighton
Publication statusPublished - Oct 2011

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ecology
narrative
student teacher
teacher
learning
education
new technology
evaluation

Bibliographical note

Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners.

Cite this

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title = "Narrative ecologies: a teacher-centred model for professional learning and practice with technologies in initial teacher education",
abstract = "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?",
author = "Keith Turvey",
note = "Copyright {\circledC} and Moral Rights for this thesis are retained by the author and/or other copyright owners.",
year = "2011",
month = "10",
language = "English",
school = "University of Brighton",

}

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N1 - Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners.

PY - 2011/10

Y1 - 2011/10

N2 - 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?

AB - 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?

M3 - Doctoral Thesis

ER -