Pedagogical-research designs to capture the symbiotic nature of professional knowledge and learning about e-learning in initial teacher education in the UK

This paper argues that if new communications technologies and online spaces are to yield ‘new relationships] with learners’ (DfES, 2005, p. 11) then research that is tuned to recognize, capture and explain the pedagogical processes at the centre of such interactions is vital. This has implications for the design of pedagogical activities within Initial Teacher Education (ITE) intended to develop student teachers’ professional knowledge and understanding of e-learning strategies.