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

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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.
LanguageEnglish
Pages359-377
JournalJournal of Education for Teaching
Volume33
Issue number3
DOIs
Publication statusPublished - 1 Aug 2007

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special educational needs
electronic learning
student teacher
inclusion
learning
education
Teaching
educator
curriculum
classroom
teacher
school

Keywords

  • Initial Teacher Education
  • Special Educational Needs
  • Problem Based Learning' e-learning

Cite this

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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.",
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AB - 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.

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