English Teachers ‘On-line’: Developing a New Community of Discourse

Abstract

This article presents the case study of an on-line conference for students of English studying on an initial teacher education course. It is argued that electronic conferencing reveals the inadequacy of the concept of the ‘reflective practitioner’ both to describe and analyse the complex process of teacher development. Whilst the primary focus of reflective practice is the individual, this on-line community demonstrates the essentially social character of learning, highlighting the place of joint practice in the process of becoming a teacher.

• Telematics
• secondary English teaching
• ITE
• situated learning