Alison Hramiak
Sheffield Hallam University, UK

This paper describes the initial findings of a longitudinal case study that investigates the use of a virtual learning environment to enhance the placement experience for full time post graduate certificate in education (PGCE) students.
Initial teacher training (ITT) involves trainees spending approximately two thirds of their time on the course in schools (away from their peers) across a large regional area. Geographically separated trainees can feel very isolated on placement. The purpose of the VLE was to try to alleviate this sense of isolation by offering a way for trainees to maintain contact and offer mutual support to each other while on placement. A space and place for them to meet and discuss their experiences was provided by the VLE which was maintained as a resource and interactive communications site throughout the year, specifically for them to use. Data from a number of sources using a variety of methods was obtained throughout the duration of the course. This included both qualitative and quantitative methods of data collection.

A preliminary analysis of the results is used to offer some insight into how this type of support might be improved for future students, by the construction of minimum pedagogical framework for initial teacher training. Each data set was analysed as a separate entity, looking for themes and patterns. Following this a comparison of the results from all data sets was conducted to determine any emerging patters from across the data. Recommendations for a pedagogical framework based around the use of ICT and VLEs on the PGCE course were then proposed as a way forward for this type of research into teaching and learning for distance based courses

Keywords: teacher training, virtual learning environment, pedagogical framework

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