Adding eleven hours of in-situ applied experience to the course did not increase pedagogical content knowledge achievement over the embedded design course alone¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The applied experience condition, which included 11 additional in-situ hours, recorded lower posttest and quiz achievement than the embedded design condition. → Lancaster 2019

Evidence¶

Lancaster 2019¶

Lancaster, J., & Bain, A. (2019). Designing University Courses to Improve Pre-Service Teachers' Pedagogical Content Knowledge of Evidence-Based Inclusive Practice. Australian Journal of Teacher Education, 44(2). https://ro.ecu.edu.au/ajte/vol44/iss2/4

q2 · i? · causal · r1

Comparison of the two conditions in the quasi-experiment: the applied experience cohort received the same 39 contact hours plus 11 hours of weekly one-to-one work with students identified as having learning difficulties, yet scored lower on the posttest and quizzes.

"The additional eleven hours of in-situ applied experience did not result in increased achievement levels over those recorded in the embedded design condition."

Discussion¶

Related Claims¶

• Pre-service teachers in an embedded-design inclusive education course recorded significantly higher pedagogical content knowledge posttest scores than peers in an applied-experience condition — related
• The embedded design and applied experience groups did not differ significantly on the pretest of pedagogical content knowledge — related