An outcomes-based learning model for designing initial teacher education in inclusive education

The effectiveness of initial teacher education (ITE) for inclusive education has been subjected to persistent criticisms (e.g., Brownlee & Carrington, 2000; Garner, 2000; Hodkinson, 2005; Roberston, 1999; McIntyre, 2009). These criticisms resonate with the need to reform teacher education for inclusive education. An effort has been made in the Hong Kong Institute of Education to adopt an outcomes-based learning approach to redesign ITE for the new 3+3+4. The data collected through a pre-post test design, focused group interview as well as feedback of the teaching team and students are encouraging. OBL may furnish a direction for the development of an effective ITE for inclusive education. This paper aims to introduce this OBL course design and to share the successful experience in implementation.