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• W2189093601 abstract "This paper explores the outcomes of two separate but parallel developments in asynchronous support for Initial Teacher Education (ITE) within the Post-Compulsory (PCET) sector. The paper reports on experiments currently undertaken with the adoption of Web2.0 communications technologies (blogging, wikis and podcasts) to support reflections about, and learning on, PCET ITE programmes. The paper also reports on research using wikis and blogs as a means for data capture – in assessing both the impact of post-PGCE provision and trainee „prepardness‟ for changing professional identities and roles in the first sixth months of employment. As a means to evaluate existing provision, a small cohort of ex-trainees from the PGCE PCET programme have engaged in a regular blogging exercise on a secure wiki with a view to articulating and tracking their emerging identities and pedagogic concerns in their NQT year. Reflections and concerns of the blogging sample are used to frame and inform e-learning provision on the PGCE PCET programme. Semi-regular bespoke „podcasts‟ and occasional Twitter micro-blogging, made by the teaching team, are used to support the learning of the current cohort. These Web2.0 e-learning tools are drawn from the reflections made by the NQT sample in their evaluation of the impact of our previous teacher education provision. In this way, we seek to draw together both evaluation of provision and new avenues for pedagogy using emergent technologies. 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 „everyday practice‟; and the excitement and overwhelming responsibility of „knowing ones own learners‟. 1 The notion of ‘prepardness’ (and the term itself) comes directly from the language of the sample taking part in the blogging/wiki data capture. To chart the concerns, pleasures, successes and anxieties of the sample, I have adopted Web2.0 tools – blogs and wikis – as a means to capture data and to develop a methodology based upon an asynchronous e-focus group. This paper is both an analysis of the data generated by the blogging and the use of blogging as a methodological tool." @default.
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• W2189093601 title "Blogging, podcasting, professional anxiety and change: The use of Web2.0 technologies for supporting Initial Teacher Education in the Post-Compulsory Education and Training (PCET) sector." @default.
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