Exploring the impact of an online learning community to support student teachers on school placement

This paper documents the design, implementation, and evaluation of an online learning community (OLC), within Republic Ireland, which set out to support student teachers in a hybrid space during their school placement experience. Guided by qualitative research, data collection methods included interviews analysis students’ forum postings. Key findings illustrated that OLC provided valuable context for teachers. The presence cooperating teachers, as tutors, well higher education institute tutor was recognised critically important facilitating OLC. A significant conclusion this study is spaces, are aligned with practicum, can provide opportunities dialogic reflection enquiry learners. With increased attention adopting pedagogical approaches, stemming from COVID-19 pandemic, offers two research-based design principles facilitate OLCs on placement.