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ERIC Number: EJ768804
Record Type: Journal
Publication Date: 2007-Aug
Pages: 19
Abstractor: Author
Reference Count: 52
ISSN: ISSN-0260-7476
Student Teachers, Special Educational Needs and Inclusion Education: Reviewing the Potential for Problem-Based, E-Learning Pedagogy to Support Practice
Lambe, Jackie
Journal of Education for Teaching: International Research and Pedagogy, v33 n3 p359-377 Aug 2007
Northern Ireland has invested heavily in the use of technology enhanced learning at all levels of education. Alongside this, radical changes to the school curriculum and the planned move away from academic selection towards a more inclusive system are challenging those involved in Initial Teacher Education to find ways to improve teaching and learning for more inclusive classrooms. This study reviews a pilot program that integrated problem-based and blended e-learning pedagogy to support student teachers learning in the area of special needs and inclusion education. Findings indicate that using a carefully constructed blended program can effectively support key teaching and learning aspects of pre-service training and help develop skills in critical reflection. It also offers initial teacher educators in Northern Ireland insight into some of the most pressing problems experienced by student teachers during training, and provides a rationale for continued program development. (Contains 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)