Working collaboratively to explore the distance learning pedagogy in teacher training in HEI: a focus on its prospects and lessons learned

This research aimed to investigate the changes in practice that may have occurred in teacher training programmes in HEIs with the evolution of online learning, issues of equity and access, and can be applied to other disciplines. Distance learning in teacher training in HEIs received more attention during the COVID-19 pandemic in 2020 as it became the means to train and support trainee teachers. This meant that the time spent at the placement was less than the required days to gain valuable teaching experience. Educators had to adapt teaching that would have been done face-to-face to fit into a virtual learning environment to develop trainee teachers’ practice. This situation applies to other professional courses, such as those in health that rely on placement experience for students, and we believe that the outcome from this study can be transferable. Effective collaboration between placement providers and universities is important to explore the aspects of training that we provide to our students and how we can continue to improve. For example, what is the role of the university in facilitating learning between their students and the external partners in terms of the use of technology, and how do they account for any knowledge gap that may exist? This research has become imminent as we reflect on the prospects, opportunities, and lessons learned from collaboratively developing and interrogating online teaching. This collaboration involves colleagues at the School of Education, University of Greenwich, and four other universities noted for quality teacher training. This research is underpinned by two theoretical frameworks. The first is Connectivism by Siemens and Downes (2005), emphasising how technologies can be used and designed to create new learning opportunities and to promote effective learning. Secondly, van Dijk’s (2005) Digital divide and Digital equity theory focuses on the disparities in access to technology and resources and their impact on educational outcomes, addressing equity and access to online learning. These frameworks are interdisciplinary, addressing issues that are pivotal to our research and would be valuable to other delegates at the conference. It can help them to explore similar issues and share knowledge and experience in their learning communities. Our presentation will further create opportunities for colleagues at the conference to share any experience they have in the focused area and could lead to other collaborative work in the future, especially from an interdisciplinary perspective. Data was collected through interviews and questionnaires completed by teachers who finished their training during the COVID-19 pandemic. The data will be analysed following a thematic analysis. This study is relevant as it would serve as a model to other courses in HEIs to encourage educators to explore a similar methodological approach in their courses and reflect on the outcome to aid in curricular design. Therefore, the outcome would contribute to how distance learning can be developed not only in teacher education but other disciplines.