Abstract

This paper reports a pilot project of ten initial teacher training students engaged on a three-year undergraduate programme leading to BA(hons) in English with QTS. In the first two years of their programme, student teachers normally receive academic input only, embarking on a one-year practicum stage in the third year of their programme. The project allowed student teachers to become closely associated with one of the University’s partnership schools to enable them to understand the daily life in schools and begin to engage with teaching. In addition they used secure social networking through the Mahara e-portfolio system to exchange ideas and experiences. The project proved highly successful in reducing isolation, enhancing communication and it helped student teachers to decide which kind of school they wished to work with in the future.