There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher educators were faced with the challenge of providing authentic learning opportunities for ITE without the ability to be physically present in school and classroom environments. Tertiary institutions were swiftly and unprecedently required to re-think and re-imagine their pedagogical practices. This change affected the self-efficacy and confidence of many academics who were underprepared for this major shift in teaching as they created, transitioned and implemented online material for their students under strict timelines. Our reflections in this paper present a guide and example for others to follow.

This chapter considers variables influencing student remuneration associated with work-integrated learning (WIL). An interpretative approach is taken, with issues examined from a number of perspectives. Through this examination, the differing (and sometimes conflicting) needs of stakeholders, including students, workplaces/industry partners, and academic institutions, are identified. The chapter focuses on placement-based WIL in credit-bearing offerings and covers educational and legal perspectives, as well as ethical dilemmas, with examples from several countries and disciplines. The influence of payment on WIL experiences is variable and not always generalizable beyond a specific situation. The role of payment must never be considered in isolation from the total WIL experience. In any given situation, stakeholders need to understand why a WIL position is paid or unpaid. They need to consider the impact of the remunerative arrangement on all parties, with a focus on placing student learning at the forefront of the experience.

This case study explores the impact of an online peer mentoring programme on student mental health within a widening participation UK higher education institution [HEI]. During the past two years, there has been a drastic transition from face-to-face learning to on-line modes of delivery. Fuelled by the pandemic crisis, the move to online learning has encouraged an innovative and greater use of technologies to connect learners with learning, and content with circumstance. Many students experienced heightened levels of distress and a disconnect from their learning environment. This disconnect and period of isolation often negatively impacted student mental health and created additional problems for those who had to balance learning with adverse life experiences. Whilst the pandemic succeeded to divide, it equally brought opportunities in the form of innovation and engagement through peer mentoring. The peer mentoring programme SMILES (Sports Mentoring Inclusive Learning Experience Scheme) is a widening participation scholarship of teaching and learning project at the University of East London. SMILES has continued to develop and support student success through integrated transition, outreach and more recently on-line networking. The most significant impact statistic was the reach of the SMILES program during the pandemic. Using technologies such as MS TEAMS, Padlets, podcasts (Spotify) and social media (Instagram and Twitter), SMILES was able to provide group support for students not only within the institution but internationally. Through the SMILES project and innovative use of technology, a new mentoring application (app) was developed to support students. The app enables students to view mentor demographics and request specific mentors who align with mentee expectations. During the period June 2019 to December 2021, SMILES increased its reach by 300%. This chapter locates peer mentoring in context by analysing key components of using technology to support mental health on-line. Recommendations for future practice are provided.