Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice

Lancaster, Julie; Bain, Alan

doi:10.14221/ajte.2018v44n2.4

Cited by 46 publications

(16 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to Hildenbrand and Schultz (2015), service-learning has become more relevant in teacher education as it provides an opportunity for pre-service teachers to participate and engage in life experiences rather than their own. In the current application of the principle, embedding service-learning can introduce active participation and exposure to real-world challenges (Lancaster & Bain, 2019).…”

Section: Authentic Experiences In Service-learningmentioning

confidence: 99%

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

Pazilah¹,

Hashim²,

Yunus³

2021

AWEJ

View full text Add to dashboard Cite

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

show abstract

Section: Authentic Experiences In Service-learningmentioning

confidence: 99%

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

Pazilah¹,

Hashim²,

Yunus³

2021

AWEJ

View full text Add to dashboard Cite

show abstract

“…The questionnaires also contained responses from student and special schoolteachers which supported the view that teachers' beliefs about inclusive pedagogy are mediated by experience and occupation. [36] shared experiences about designing University Courses to improve Pre-Service teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice 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.…”

Section: International Perspectives On Preparing Preservice Teachers mentioning

confidence: 99%

International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries

Mukelabai¹,

Siakalima²,

Simalalo³

et al. 2020

EDUCATION

View full text Add to dashboard Cite

The Dakar World Education Conference (2000) committed governments to ensure that their education systems are inclusive and specifically cater for the needs of disadvantaged, vulnerable and marginalized learners. For Zambia as one of the developing countries, in its Persons with disability Act of 2012, it affirms the government's commitment for persons with disabilities to access an inclusive, quality and free primary, secondary and higher education on an equal basis with others in the communities in which they live. The debates on how best to prepare pre-service teachers for diverse, inclusive classrooms have led to some teacher educators working more closely with schools in trialing new approaches. In this discourse, we explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide. Emerging from this study is the strong emphasis on inclusive pedagogy with a bias on improving the quality of mainstream education and addressing educational inequality among others. The findings contribute to inclusive education policy development in institutions of higher learning and pedagogical practices among others. The study further adds on to scanty literature on inclusive education pedagogies.

show abstract

“…Nowadays, it is almost impossible to think about teaching and learning environments independently of technology so teaching profession requires different skills along with technological developments. Therefore, teachers' professional development both in Turkey (Dilmaç et al, 2009;Doğan & Çoban, 2009Efilti & Çıkılı, 2017 as well as in the world (Afdal & Spernes, 2018;Lancaster & Bain, 2019) is seen as an important research area. Communication skills, career planning, decision making skills, career adaptability, resilience, life expectancy, economic situation, hope, education etc.…”

Section: Introductionmentioning

confidence: 99%

The Role of Self-Esteem in Predicting Pedagogical Formation Students’ Career Adaptabilities

Boyacı

2022

Int. J. of Cont. Edu. Res.

View full text Add to dashboard Cite

show abstract

Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice

Cited by 46 publications

References 26 publications

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries

The Role of Self-Esteem in Predicting Pedagogical Formation Students’ Career Adaptabilities

Contact Info

Product

Resources

About