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Redesigning Initial Teacher Education
Abstract
A teacher education programme previously taught in distinct on-campus and distance forms was redesigned to take advantage of the affordances offered by a blended learning approach. The redesign process described here drew on three areas – the research and practice base of adult learning, knowledge of and experience with the design of learning communities, and the findings of research activities focused on the original distance form of the programme. The use of information and communication technologies (ICT) enabled blending of technologies, media, modes of delivery, and learning activities and was central to the redesign process. However that process was driven overall by a commitment to educational principles not the potential of technologies. Other considerations in the redesign process include the demands placed on staff, the value of programme-level redesign, and the need for ongoing monitoring of the redesign process and evaluation of the programme during implementation. The implications for blended learning in teacher education programmes are discussed.
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