A Theory-Driven Approach to Subject Design in Teacher Education

Autor/inn/en	Zundans-Fraser, Lucia; Auhl, Greg
Titel	A Theory-Driven Approach to Subject Design in Teacher Education
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 3, Artikel 9 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teacher Education; Undergraduate Students; Instructional Design; Evidence Based Practice; Student Needs; Inclusion; Cooperative Learning; Instructional Effectiveness; Theory Practice Relationship; Outcomes of Education; Student Teacher Attitudes; Teacher Effectiveness; Self Efficacy; Foreign Countries; Disabilities; Attitudes toward Disabilities; Testing; Feedback (Response); Data Analysis; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Inklusion; Kooperatives Lernen; Unterrichtserfolg; Theorie-Praxis-Beziehung; Lernleistung; Schulerfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Self-efficacy; Selbstwirksamkeit; Ausland; Handicap; Behinderung; Testdurchführung; Testen; Auswertung; Australien
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. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01