: 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.
Lancaster, J., & Bain, A. (2019). Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice.. Australian Journal of Teacher Education, 44(2). https://doi.org/10.14221/ajte.2018v44n2.4