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A Theory-Driven Approach To Subject Design In Teacher Education, Lucia Zundans-Fraser, Greg Auhl

Australian Journal of Teacher Education

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 …