EXPECT TO ACHIEVE Use of pre-course internet forum by PGCE Primary students Hitting the ground running (although not necessarily in the right direction)

EXPECT TO ACHIEVE Postgraduate approach to HE significantly different to undergraduate: Greater awareness of HE leading to: Confidence? Cynicism? Some insecurities around social aspect of HE What will the others be like? Some insecurity around academic standards Preparation

Varied voice Successful candidates know how to vary the voice to fit the context EXPECT TO ACHIEVE Academic voice Social network voice

Prior experience expressed through the forum EXPECT TO ACHIEVE Most postgraduates feel positive about HE because they have already succeeded. The emphasis on the importance of NSS survey has provided opportunity to reflect in response to narrow questions. A minority feel they succeeded despite their university. The temptation is to focus on these students and try to earn plaudits by doing things better than their previous universities.

PGCE preparation It was decided to maintain a narrow preparation focus: Construction of teacher identity Postgraduate academic expectations EXPECT TO ACHIEVE

Response to readings- personal reflection EXPECT TO ACHIEVE The part which interested me was the three models of a teacher's identity: "competent craftsperson", "reflective practitioner" and "charismatic". These are treated as though they are mutually exclusive, with each having its positives and negatives, when I think a teacher's identity would be more complex than this. There are many facets to teaching, centred on the school and education system as a whole, the self as a teacher, and the class as learners. In order to successfully manage these situations, a teacher needs to utilise all of the above models

Response to readings The author invites us to realise the need for new models of teacher education to support creative, diverse and changing practices. The interpretations of this implies that whilst teachers are affected by governmental influences and new political statements, the ‘good teacher’ must be open and adaptable to: new ways of thinking, social changes and expectations, political views, advancements in knowledge (particularly in ICT), governmental expectations and new teaching and learning strategies. Moreover, the author claims………… EXPECT TO ACHIEVE

Analysis 23 students reflected at a relatively deep level to the readings- Why not the others? EXPECT TO ACHIEVE 12 th August -a short quotation was posted 'Homework should be climbing trees, making dens and playing with your friends' Horrid Henry students responded 12 of whom had not engaged with the forum previously

Evaluation of reading 55 students responded to an anonymous online questionnaire intended to evaluate their experience of the forum 91% found the readings useful in establishing expectations 98% found the readings useful in clarifying different constructs of teaching EXPECT TO ACHIEVE

Social networking “Hello everyone :) I'm from Coventry & I'm doing KS1 & KS2. Looking forward to meeting everyone x” Feedback suggests students see this type of networking supporting their face-to-face dialogue (especially on day 1 of the course) rather than replacing it. 1970's Facebook – YouTube 67 students used the forum to network. Most discussed topic was the cost of stationary at Wilkinson. Although this appears superficial, evidence from tutors suggests that the induction sessions evidenced a high level of confidence and engagement. EXPECT TO ACHIEVE

Evaluation of social networking Of those who completed the questionnaire: 33% networked with more than 3 people 14% networked with 1 or 2 51% did not network “It helped me to feel settled within the course before I had arrived” “I am a face to face person so I didn't network” EXPECT TO ACHIEVE

Issues Time and technology Conclusion An experience that supports some and reflects the increasing use of on-line learning and networking by the majority of students. EXPECT TO ACHIEVE