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

Woon King Vivian HEUNG

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

Woon King Vivian HEUNG

Department of Special Education and Counselling (SEC)

Research output: Contribution to conference › Papers

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 language	English
Publication status	Published - 2010
Event	The 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives = 第二屆東亞教師教育研究國際研討會 : 面向未來的教師教育──國際視野 - The Hong Kong Institute of Education, Hong Kong, China Duration: 15 Dec 2010 → 17 Dec 2010

Conference

Conference	The 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives = 第二屆東亞教師教育研究國際研討會 : 面向未來的教師教育──國際視野
Abbreviated title	EAI 2010
Country/Territory	Hong Kong, China
Period	15/12/10 → 17/12/10

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

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

Evaluation of outcome-based learning
HEUNG, W. K. V. & LUK-FONG, Y. Y. P., 2011
Research output: Other contribution › Teaching Development Grants (TDG)

HEUNG, W. K. V. (2010). 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 = 第二屆東亞教師教育研究國際研討會 : 面向未來的教師教育──國際視野, Hong Kong, China.

An outcomes-based learning model for designing initial teacher education in inclusive education. / HEUNG, Woon King Vivian.
2010. Paper presented at The 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives = 第二屆東亞教師教育研究國際研討會 : 面向未來的教師教育──國際視野, Hong Kong, China.

Research output: Contribution to conference › Papers

HEUNG, WKV 2010, '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 = 第二屆東亞教師教育研究國際研討會 : 面向未來的教師教育──國際視野, Hong Kong, China, 15/12/10 - 17/12/10.

HEUNG WKV. An outcomes-based learning model for designing initial teacher education in inclusive education. 2010. Paper presented at The 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives = 第二屆東亞教師教育研究國際研討會 : 面向未來的教師教育──國際視野, Hong Kong, China.

HEUNG, Woon King Vivian. / 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 = 第二屆東亞教師教育研究國際研討會 : 面向未來的教師教育──國際視野, Hong Kong, China.

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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.",

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year = "2010",

language = "English",

note = "The 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives = 第二屆東亞教師教育研究國際研討會 : 面向未來的教師教育──國際視野, EAI 2010 ; Conference date: 15-12-2010 Through 17-12-2010",

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AB - 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.

M3 - Papers

T2 - The 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives = 第二屆東亞教師教育研究國際研討會 : 面向未來的教師教育──國際視野

Y2 - 15 December 2010 through 17 December 2010

ER -

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

Abstract

Conference

UN SDGs

Keywords

Fingerprint

Research output

Evaluation of outcome-based learning