Care and pastoral provision within a distance-based postgraduate learning in initial teacher education (ITE): a research review

The concept of care as an underpinning pedagogical agent of support to students is a complex yet under-researched matter in higher education. Similarly, under-researched and institutionally undervalued is the pivotal role that the caring academic fulfils in imbuing pastoral care within postgraduate distance learning provision to enable successful learning and positive outcomes. This article examines the conceptual basis of care within face‑to‑face and virtual learning and teaching within postgraduate initial teacher education (ITE). The theoretical basis of the paper rests on care as a set of relational practices that may foster mutual recognition, growth and holistic development, positioning it within the context of distance learning and therefore placing a distinct value on the importance of human connection and belonging in a virtual world, a much under-theorised phenomenon. The significant and original contribution of this paper is through, the application of theory to distance-based initial teacher education (ITE) and used as a basis for arguing and interrogating the application of care theory to care practice.