Preparing for professional experiences-incorporating pre-service teachers as 'communities of practice' This paper focuses on a model of delivery of professional experience courses for pre-service teachers that have been running in the author's institution for nine years. The overall purpose of the model has been to assist the development in pre-service teachers of a reflective approach as they build their professional knowledge in schools and on campus. To achieve this purpose, the design of the courses for professional experience has used a framework of "communities of practice". Following a major evaluation of the course through student surveys, the author examines the achievements and continuing challenges of developing a sense of professional community among pre-service teachers. The model of the course is a substantial teaching experience in a secondary school, supported by a campus-based tutorial component.

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Appropriate ethical processes were completed through the institutional Ethics Committee which ensured that all participants in the research project gave informed consent.

Facebook status updates provided the data for a study about the transition learning experiences of 1st-year university students. Strict ethical guidelines were proposed by the PhD researcher from the outset of the study. Anonymity was considered important for the approved ethical clearance for both the university and the participants. Phenomenography was adopted and adapted for the study because it both conceptually and methodologically managed anonymity as well as questions of authenticity. An ethical dilemma arose during the research because the archival parameters were expanded by the researcher to allow the collection of data from the participants' network. Questions of consent in an online space and how to report findings, which included data from people unaware of their involvement in the research, needed to be considered.

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