Encouraging Pattern Language Development in a Pre-service Inclusive Education Course: A Comparative Study

Abstract

This study investigated the ability of students in a pre-service teacher education course to deploy pattern language (or professional lexicon) related to specific inclusive teaching strategies. The study sought to determine whether there were differential effects of two approaches to learning, one based on a field-based placement (Applied Experience) and the other employing an embedded course design approach (Embedded Design). The results indicate that pattern language frequency and sophistication increased significantly over time. Results also indicate that pre-service teachers’ use and sophistication of pattern language differed according to the structure of the university learning approach employed. The findings are discussed within the context of Embedded Design theory and the role of Applied Experience in pre-service inclusive education, as well as within the context of building more rigorous teacher preparation programmes.

Keywords:

• applied field experience
• collaborative problem-solving
• embedded design
• inclusive education
• pattern language/lexicon
• pre-service teacher educators
• special education
• teacher higher education

Funding

There was no research funding for this study, and no restrictions have been imposed on free access to, or publication of, the research data.