Framing pre-service teachers’ professional learning using Web2.0 tools: positioning pre-service teachers as agents of cultural and technological change

Abstract

This article 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.