Abstract

This study examines the perspectives of teacher tutors on the value of the onlinecomponents of PGCE (Post Graduate Certificate in Education) courses at theUniversity of Ulster. The work has been undertaken as part of the ESRC-fundedproject, A Values-based Approach to Teacher Education. It is set within the valueladencontexts of government investment in ICT infrastructure and strategy andof the post-RAE2001 angst that has been evident among researchers ineducational informatics.The study draws upon elements of Community of Practice theory, seekingevidence for commonalities of domain, community and practice. Evidence of theseis to be found in the responses of the tutors and the online community isparticularly valued as an antidote to the tendency of teachers: to hide away inclassrooms . . . and put posters over the glass bit on the door and disappear.