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  • 1. Warren Kidd Senior Lecturer University of east London, UK
  • 2. Mismatch and tension: Challenges of legitimate participation in the adoption of Web2.0 technologies to enhance the teaching and learning of vocational and work based trainee teachers. Warren Kidd University of East London
  • 3. Key themes
    • Illustrate the use of e-learning tools for research / data generation and gathering and for teaching contextualised by research-informed practices;
    • Discuss the value of the adoption of wiki tools for training support;
    • Discuss data illustrating the (re)construction of blurred and confused identity for NQTs in the PCET sector.
  • 4. “ still the same yet different” (Kosnik, 2007: 18). “ ...intentionality about making the thinking behind my teaching visible.” (Kosnik, 2007: 18). Kosnik, C., (2007). ‘Still the Same Yet Different’, in T. Russell and J. Loughran (Eds), Enacting a Pedagogy of Teacher Education: Values, relationships and practices. London: Routledge.
  • 5. Pre-programme wiki
  • 6.
    • Pre-programme wiki
    • Topics discussed included:
    • What will the programme be like?
    • How ‘intense’ will the challenge be?
    • What should teachers wear?
    • What does it mean to be a professional-in-training?
    • What are trainees most excited about?
  • 7. “ My opinion varies - They are sweet and lovely, smart and enthusiastic, frustrating and hard work, stubborn and disrespectful. They can reduce you to tears in one lesson, but amaze you with their creativity and enthusiasm 2 days later. They are given a hard time by the media and the police - twice in the last 4 days I witnessed the police stop and search my students, once at the tube station and once outside the theatre. Their lives are not easy, or fair, and yet they sometimes seem resigned to their fate. I think they are scared of what they don't know, so choose to dismiss it and stick to their small (and safe) known worlds. I find teaching them hard work, but also extremely rewarding when they 'get it'. I feel it's a greater duty to do the absolute best I can and give it my all.” Trainee teacher reflection
  • 8.  
  • 9.  
  • 10.  
  • 11.
    • The use of wikis as a data gathering tool
    • E-focus group – but one that is asynchronous;
    • Produce data that is both ‘off the cuff’ and also ‘considered’;
    • Data is expressed by participants in the language of Web2.0;
    • Build up conversational elements between participants;
    • Have access to time of posting;
    • Easy to edit, easy to moderate and have ‘anywhere’ access;
    • Data is backed-up;
    • Data ready-made in digital form.
  • 12.  
  • 13.
    • Reflections-in-practice wiki
    • ‘ threads’ posted by sample:
    • How useful and relevant was the PGCE?
    • Ending the PGCE
    • Those first few lessons
    • Successes and failures – highs and lows in the classroom
    • Honesty time!
    • Pedagogic mismatches?
    • New roles and responsibilities?
    • ‘ threads’ posted by e-researcher/e-moderator:
    • Are there other things you would be able to do?
    • Those first few days
  • 14.
    • “ I am also sooooo confused about what the college is looking for with regards to teaching practice. My colleague, who I adore and totally respect and who i think is awesome, got observed today and got a grade two for mainly didactic teaching with activities inbetween.........I feel totally lost! On the other hand, I love the work and the stuff I am doing with my students and feel it is right, but will I need to have a didactic approach with a few bits of activities when I am observed next year????!!! Any suggestions guys?”
  • 15.
    • “ The worrying thing is, is that my colleague commented on the fact that she did the didactic with activities because otherwise 'they don't think they are learning anything' My stomach churned over and I felt myself getting quite annoyed actually!! Not toward my colleague, but towards the whole system! After doing my PGCE training and it changing my life completely and my ideas about what teaching should be, to hear that comment, after working so hard really made me feel angry, annoyed, anxious and a bit sad actually!”
  • 16.
    • “… you need to play the game.While you can do what you know is best in your classes, when you are being observed you need to know the rules of the game and plan strategically. Not change your style and your belief completely but see the bigger picture. If you don't achieve the best grades, you don't get to progress and influence even more how the teaching is done.”
  • 17.
    • “ Challenge and strech yes, go for it at any costs??? Not really. I think that these observations are sterile and not aimed at getting learners to learn but at getting the college to record your 'progress' and giving them the info they need for OFSTED and interna; reporting.”
  • 18.  
  • 19.  
  • 20. Data was coded – terms and phrases were pulled-out of the data; terms were matched together. Themes emerged from the data and in turn, codes were categorised together into groups.
    • i.e. Codes
    • Subject pedagogy
    • Finding professional identity
    • Pedagogic mismatch
    • Burden of perfomativity
    • Categories
    • ‘ Finding professional identity’
    • Need to find new inspiration
    • Continuing learning
    • Needing to navigate through office politics
    • Mistrust at staff negativity
    • Surprise at motivation of staff and students
    • Making transition into a new role
    • Constructing new identity
    • Life-work imbalance
  • 21.
    • Ongoing concerns emerging through the blogging by the NQT sample have been:
    • feeling ‘alone’ in the NQT year;
    • missing regular support from the training programme;
    • a sense of concern at pedagogic ‘mismatch’ between training and mundane ‘every-day practice’;
    • and the excitement and overwhelming responsibility of ‘knowing ones own learners’.
  • 22.
    • Key theme –
    • Pedagogic mismatch:
    • Frustration at ‘older staff’ and their practice
    • Feeling of tension between models of ‘good practice’ on PGCE and what employment institutions were celebrating as ‘normal’ or ‘good practice’
    • Surprise and anxiety at prevalence of ‘didactic’ teaching
    • Surprise and frustration at learners who valued didactic methods
    • ‘ Emotional drain’ of feeling ‘unconnected’ with colleagues
  • 23.