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Student teachers, special educational needs and inclusion education: reviewing the potential forproblem-based, e-learning pedagogy to support practice.

Lambe, Jacqueline (2007) Student teachers, special educational needs and inclusion education: reviewing the potential forproblem-based, e-learning pedagogy to support practice. Journal of Education for Teaching, International Research and Pedagogy, 33 (3). pp. 359-377. [Journal article]

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URL: http://dx.doi.org/10.1080/02607470701450551

DOI: 10.1080/02607470701450551

Abstract

Northern Ireland has invested heavily in the use of technology enhanced learning at all levels ofeducation. Alongside this, radical changes to the school curriculum and the planned move awayfrom academic selection towards a more inclusive system are challenging those involved in InitialTeacher Education to find ways to improve teaching and learning for more inclusive classrooms.This study reviews a pilot programme that integrated problem-based and blended e-learningpedagogy to support student teachers learning in the area of special needs and inclusion education.Findings indicate that using a carefully constructed blended programme can effectively supportkey teaching and learning aspects of pre-service training and help develop skills in criticalreflection. It also offers initial teacher educators in Northern Ireland insight into some of the mostpressing problems experienced by student teachers during training, and provides a rationale for continued programme development.

Item Type:Journal article
Keywords:Initial Teacher Education;Special Educational Needs; Problem Based Learning' e-learning
Faculties and Schools:Faculty of Social Sciences
Faculty of Social Sciences > School of Education
Research Institutes and Groups:Institute for Research in Social Sciences > Education
Institute for Research in Social Sciences
ID Code:9519
Deposited By: Dr Jacqueline Lambe
Deposited On:27 Jan 2010 17:16
Last Modified:09 Dec 2015 10:41

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