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| Autor/inn/en | Lancaster, Julie; Bain, Alan |
|---|---|
| Titel | Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice |
| Quelle | In: Australian Journal of Teacher Education, 44 (2019) 2, S.51-65, Artikel 4 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0313-5373 |
| Schlagwörter | Curriculum Design; Undergraduate Study; Instructional Improvement; Preservice Teachers; Pedagogical Content Knowledge; Evidence Based Practice; Inclusion; Teaching Methods; Experimental Groups; Control Groups; Foreign Countries; Teacher Education Programs; Preservice Teacher Education; Australia |
| Abstract | The study described here is part of a program of research investigating the application of a theoretical course design approach to pre-service teacher education. In this study the focus was to establish the effects of the design approach on pre-service teachers' mastery of pedagogical content knowledge about inclusive education. A quasi-experimental comparison group design was employed to establish the differential effects of two course designs, one based on the theoretical principle of embedded design derived from self-organization and the other based on classroom instruction and practicum-type experience. The results indicated statistically significant findings in favour of the embedded design group for pedagogical content knowledge. Recommendations are made for the design of pre-service teacher inclusive education courses. (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 |
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