Several previous studies have reviewed the literature surrounding the use of technology in teacher education. This literature review takes a specific focus as it addresses the use of social media in initial teacher education. It seeks to explore what constitutes effective use of social media in supporting the development of new teachers in all sectors of initial teacher education (ITE), including Primary, Secondary, English Language Teaching (ELT) and Lifelong Learning. We seek to develop and share a deeper understanding of the relationship between social media and the participation and collaboration of pre-service teachers in initial teacher education. The findings of the review include issues surrounding community, pedagogy and design, and this synthesis provides a significant exploratory contribution to the development of effective teacher education and training across the UK curriculum.
wordcount 48232 This article examines the relationship between confidence and risk in relation to the initial education and continuing professional development of teachers. The context for this examination is the Lifelong Learning sector in England, which sits between secondary schools and universities, and the discussion is illustrated with data gathered from trainee teachers in this sector. Understandings of confidence are considered and it is argued that the inculcation of confidence through risk-taking is important for new teachers in their journey to praxis. Confidence, whether seen as imbued in the self or as inculcated through professional training and development, correlates with both the new teacher's vulnerability and their capacity to take risks. Central to the inculcation of confidence are the opportunities available to teachers as they develop, which are circumscribed by the conditions and expectations of their teacher education course and their workplace. The article concludes by arguing that the transformative potential of critical engagement with professional knowledge on teacher education courses and through work-based learning should be balanced with the need for the good and appropriate time necessary for the risky political act of reflection, not merely the immediate technical evaluation of practice. (ref A-1)
This article explores the ideas of John Dewey on experience and experiential learning through the lens of data arising out of recent research with trainee teachers participating in initial teacher training (ITT) within the Lifelong Learning sector in the United Kingdom (UK
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