New Forms of Student Teacher Learning

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Abstract
This article examines the effects of recent educational legislation in England and Wales on student teacher learning. In particular it reports the response of one university department of education in its attempt to fulfil two criteria laid down by the Council for the Accreditation of Teacher Education (CATE): that students should be able to make use of information technology (IT) in the classroom and that they should understand the different ways pupils develop and learn. Some 114 Postgraduate Certificate in Education (PGCE) students were set an assignment on how they learnt to word process or desk top publish and what this taught them about the learning process. Their IT capability was monitored by short questionnaire at the beginning and end of the year and the assignments themselves yielded qualitative data on student learning. It was found that the assignment led to an increase in students’ confidence and competence in using computers and that the students became deeply involved in the learning task and their reporting of it.

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