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 language | English |
|---|---|
| Qualification | Doctor of Philosophy |
| Awarding Institution |
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| Publication status | Published - Oct 2011 |