A theory-driven approach to subject design in teacher education

• Published in: The Australian journal of teacher education Vol. 41; no. 3; pp. 140 - 157
• Main Authors: Zundans-Fraser, Lucia, Auhl, Greg
• Format: Journal Article
• Language: English
• Published: Edith Cowan University 01.01.2016
• Subjects: Attitudes toward Disabilities; Australia; Confidence; Cooperative Learning; Data Analysis; Disabilities; Diversity (Student); Evidence Based Practice; Feedback (Response); Foreign Countries; Higher education; Inclusion; Instructional Design; Instructional Effectiveness; Outcomes of Education; Postsecondary education; Preservice Teacher Education; Program design; Program development; Questionnaires; Self Efficacy; Student Needs; Student Teacher Attitudes; Student teachers; Teacher attitudes; Teacher education; Teacher education curriculum; Teacher education programs; Teacher Effectiveness; Testing; Theory Practice Relationship; Undergraduate Students; Workshops; Australia
• ISSN: 0313-5373; 1835-517X; 1835-517X
• DOI: 10.14221/ajte.2016v41n3.9

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. [Author abstract]