Student teachers, special educational needs and inclusion education: reviewing the potential for problem‐based, e‐learning pedagogy to support practice

Abstract

Northern Ireland has invested heavily in the use of technology enhanced learning at all levels of education. Alongside this, radical changes to the school curriculum and the planned move away from academic selection towards a more inclusive system are challenging those involved in Initial Teacher Education to find ways to improve teaching and learning for more inclusive classrooms. This study reviews a pilot programme that integrated problem‐based and blended e‐learning pedagogy to support student teachers learning in the area of special needs and inclusion education. Findings indicate that using a carefully constructed blended programme can effectively support key teaching and learning aspects of pre‐service training and help develop skills in critical reflection. It also offers initial teacher educators in Northern Ireland insight into some of the most pressing problems experienced by student teachers during training, and provides a rationale for continued programme development.