LAUSR

Through narrative analysis, we find the process of blogging noteworthy in lending itself to pre-service teachers' professional learning in at least two significant ways. Firstly, blogging can open the potential for collaboration through the discursive space that exists for student teachers as they negotiate the demands placed upon them from school-based and University-based elements of their course. Secondly, blogging appears compatible with a narrative conception of professional learning in which pre-service teachers work collaboratively towards improved synthesis and understanding of their past and present pedagogical experiences, conceptions and beliefs, personalising their passage into the profession.