Source: Professional Development in Education, Volume 39, Issue 2, 2013, Page 260-272
This paper addresses key issues in pre-service teachers’ professional learning.
The argument explores pre-service teachers’ learning and practice, which is both informed by technology and which uses technologically enhanced practices in classrooms as learning and teaching strategies.
The article is contextualized by current international debates regarding technicist and rational post-modern professional learning cultures, performativity and national standards. The article positions pre-service teachers as potential agents of change for schools.