Australian Journal of Teacher Education
Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice.
: 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, Julie and Bain, Alan
"Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice.,"
Australian Journal of Teacher Education: Vol. 44
, Article 4.
Available at: https://ro.ecu.edu.au/ajte/vol44/iss2/4