Abstract:

Undergraduate pre-service teachers have been shown to develop high levels of technological competence in ICT as they progress through their degree. However, they lack opportunities to integrate ICT into a real pedagogical experience. Conversely, practising teachers typically have sophisticated pedagogical knowledge, but many have not been exposed to the latest developments in ICT. This research question investigates the synergy between the pre-service and practising teachers using a community of practice approach.

Partnerships between university and school communities have high potential in terms of sharing ideas, generating knowledge and improving practices. Initial findings are presented of a longitudinal case study between two schools and a university set in Western Australia. By investigating the process underpinning the conduct of the research and its relationship to sustainable educational change, other universities and their communities have a model to consider and, where appropriate, tailor to their needs.

Keywords:

Early childhood, school and university partnerships, pre-service early childhood education.