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ERIC Number: EJ1207770
Record Type: Journal
Publication Date: 2019-Feb
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0313-5373
Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice
Lancaster, Julie; Bain, Alan
Australian Journal of Teacher Education, v44 n2 Article 4 p51-65 Feb 2019
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.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia