Australian Journal of Teacher Education
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.
Recommended Citation
Zundans-Fraser, L., & Auhl, G. (2016). A Theory-driven Approach to Subject Design in Teacher Education. Australian Journal of Teacher Education, 41(3). https://doi.org/10.14221/ajte.2016v41n3.9