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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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Embedding Evidence-Based Practice in Pre-Service Teacher Preparation

Alan Bain

Charles Sturt University

Julie Lancaster

Charles Sturt University

Lucie Zundans

Charles Sturt University

Robert John Parkes

Newcastle University

In this study, the authors sought to establish the differential effects on achievement of embedding evidence-based practice in the design of an inclusive education teacher preparation course. Embedded design involves creating self-repeating patterns in the instructional design of a course by expressing essential design features at multiple levels in the teaching and learning experience. The results indicate that pre-service educators attained a mastery level knowledge of the course content that covaried with the application of the embedded design principle. The authors also found a statistically significant difference in student achievement as a function of the teaching approach (cooperative learning, peer-assisted learning, or self-study) employed as part of the embedded design process. The findings are discussed within the context of building more rigorous teacher preparation programs and the role of embedded design in pre-service inclusive education.

Key Words: embedded design • teacher education • differentiated instruction • inclusion

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 32, No. 3, 215-225 (2009)
DOI: 10.1177/0888406409339999
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