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

Woon King Vivian HEUNG

Research output: Contribution to conferencePaper

Abstract

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.
Original languageEnglish
Publication statusPublished - 2010

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teacher
learning
education
criticism
team teaching
Hong Kong
reform
interview
experience
Group
student

Citation

Heung, V. (2010, December). An outcomes-based learning model for designing initial teacher education in inclusive education. Paper presented at the 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives, The Hong Kong Institute of Education, China.

Keywords

  • Teaching Development Grant (TDG)
  • TDG project code: T3328
  • Period: TDG 2008-2009
  • Teaching Development Grant (TDG) Output