Student Teachers, Special Educational Needs and Inclusion Education: Reviewing the Potential for Problem-Based, E-Learning Pedagogy to Support Practice

Autor/in	Lambe, Jackie
Titel	Student Teachers, Special Educational Needs and Inclusion Education: Reviewing the Potential for Problem-Based, E-Learning Pedagogy to Support Practice
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 33 (2007) 3, S.359-377 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607470701450551
Schlagwörter	Foreign Countries; Program Development; Educational Needs; Teacher Educators; Student Teachers; Pilot Projects; Educational Change; Inclusive Schools; Problem Based Learning; Teaching Methods; Preservice Teacher Education; Special Education; Critical Thinking; Reflective Teaching; Educational Technology; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Programmplanung; Educational need; Bildungsbedarf; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pilot project; Modellversuch; Pilotprojekt; Bildungsreform; Inclusive school; Integrative Schule; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Special needs education; Sonderpädagogik; Sonderschulwesen; Kritisches Denken; Unterrichtsmedien
Abstract	Northern Ireland has invested heavily in the use of technology enhanced learning at all levels of education. Alongside this, radical changes to the school curriculum and the planned move away from academic selection towards a more inclusive system are challenging those involved in Initial Teacher Education to find ways to improve teaching and learning for more inclusive classrooms. This study reviews a pilot program that integrated problem-based and blended e-learning pedagogy to support student teachers learning in the area of special needs and inclusion education. Findings indicate that using a carefully constructed blended program can effectively support key teaching and learning aspects of pre-service training and help develop skills in critical reflection. It also offers initial teacher educators in Northern Ireland insight into some of the most pressing problems experienced by student teachers during training, and provides a rationale for continued program development. (Contains 4 figures.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10