Abstract
Language | English |
---|---|
Pages | 359-377 |
Journal | Journal of Education for Teaching |
Volume | 33 |
Issue number | 3 |
DOIs | |
Publication status | Published - 1 Aug 2007 |
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Keywords
- Initial Teacher Education
- Special Educational Needs
- Problem Based Learning' e-learning
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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.
In: Journal of Education for Teaching, Vol. 33, No. 3, 01.08.2007, p. 359-377.Research output: Contribution to journal › Article
TY - JOUR
T1 - Student teachers, special educational needs and inclusion education: reviewing the potential forproblem-based, e-learning pedagogy to support practice.
AU - Lambe, Jacqueline
PY - 2007/8/1
Y1 - 2007/8/1
N2 - 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.
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.
KW - Initial Teacher Education
KW - Special Educational Needs
KW - Problem Based Learning' e-learning
U2 - 10.1080/02607470701450551
DO - 10.1080/02607470701450551
M3 - Article
VL - 33
SP - 359
EP - 377
JO - Journal of Education for Teaching
T2 - Journal of Education for Teaching
JF - Journal of Education for Teaching
SN - 0260-7476
IS - 3
ER -