Recent reports have placed an emphasis on addressing the ‘Apprenticeship of Observation’ and integrating the foundational studies of education into Initial Teacher Education (ITE) curricula. (European Commission, 2014; Conway, 2009) As a concomitant focus, the transition of students into ITE and towards professionalism, particularly the experience of new entrants to tertiary education, is a priority for higher education institutions. (Department of Education and Skills,  2013) This paper will focus on a study of new entrants to an undergraduate ITE programme in the Republic of Ireland.

Engagement with history of education is a prerequisite for professional registration in the ROI. (Teaching Council of Ireland, 2009) Nationally and internationally however, engagement with this discipline in ITE has been in decline over recent decades . Pre-Service Teachers (PSTs) find the discipline difficult to reconcile to the practice of teaching as socio-economic demands undermine the necessity to understand the processes of education. (McCulloch, 2011) Over the same period an increased reliance on in-service teachers to demonstrate best practice has emerged. (Clarke et al, 2012; Darling-Hammond, 2006) This concomitant development is compounded by rapid advancements in mobile technologies which is outstripping the development of any technological self-efficacy (Mishra et al, 2009) returning teachers to what is tried, tested and stable. This study explores PSTs’ biographical relationship with the history of education aiming to challenge and change what is viewed as best practice, supported by educational technologies that ITE programmes across Europe are embedding in their curricula. (European Commission, 2014; OECD, 2011)

Inspired by social constructivist thinking, (Vygotsky, 1978) this research draws on the theory of ‘biograhicity’ (Alheit, 1999) and the role our tacit past plays in any intraspective examination, indicating that all historical experiences of education are explored as process that leaves neither the participant nor the learning environment and those in it, unchanged. (Alheit, 2009) Exploring past experiences establishes a platform from which to investigate the history of education, however the development of an intraspective process without intersubjective dialogue may limit any challenge to beliefs about best practice. Collaboration can act as an enabler by placing participants together in a highly scaffolded environment. (Stahl, 2004) Such an environment can facilitate challenge and change by sharing biographical experiences.

This study builds on Conway et al and the identification of a necessity to ‘promote reflective practice and inquiry to enhance knowledge integration’ .(Conway et al, 2009, p.xviii) Cochran-Smith and subsequently Munn, 2008, asserts that a researching practitioner should have the capacity to be dynamic, informed and informative ‘within the changing context in which they work’. (Cohran-Smith, 2003, p.24) Petty suggests that the learning experience of any practitioner should be founded on Kolb’s interpretation of experiential learning cycles (Petty, 2009) as part of ‘an integrated ITE curriculum that can support student teachers’ critical thinking, teaching and learning with relevant knowledge, understanding and research.’ (European Commission, 2014))

This study aims to develop a teaching and learning model to enable PSTs to explore their biographical relationship with education, collaboratively challenge preconceptions about the role of a teacher and look to their future with a holistic sense of the context within which they will work. This main objective is framed by the following research question and three core objectives:

How can enhanced engagement with the history of education help undergraduate pre-service teachers to challenge preconceptions about the teaching profession using educational technology?

• Design an intervention that enhance engagement with the history of education
• Develop a CSCL environment that facilitates collaborative engagement with the history of education, supported by educational technologies.
• Establish a teaching and learning model that challenges PSTs preconceptions about the teaching profession.

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