A theory-driven approach to subject design in teacher education

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    Abstract

    The intent of this study was to examine how a theoretically-designed subject in an undergraduate teacher education course impacted on the learning and confidence of pre-service teachers in catering for the needs of students with diverse needs. The subject design utilised theoretical principles of self-organisation that were incorporated with the teaching and application of three evidence-based pedagogies of inclusion: explicit teaching, cooperative learning and collaborative practice. The study examined how the principles were enacted throughout the delivery of the subject and sought pre-service teacher reflections after completion. Initial findings suggest that embedding these principles and incorporating practical application throughout the subject assisted pre-service teachers with their learning, the completion of assessment and enhanced their confidence in being able to meet the needs of students with diverse needs.
    Original languageEnglish
    Article number9
    Pages (from-to)140-157
    Number of pages18
    JournalAustralian Journal of Teacher Education
    Volume41
    Issue number3
    DOIs
    Publication statusPublished - Mar 2016

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