Three Approaches to Teacher Training and the Role of Religious Education as a Professional Subject

Beginning with the classic dilemma in teacher training of the relationship between theory and practice, the view is taken that the most appropriate starting point is practice, followed by reflection upon practice. School experience is seen as central, rather than peripheral, to teacher training. There are, however, different levels, characteristics and structures of reflection upon experience. Three levels and types of approach are identified: the curriculum process approach, the teacher‐role approach and the personalised approach. These are described in relation to three different courses of training and the strengths and weaknesses of each are considered. General issues regarding the nature of a professional subject, the relationship of a professional subject to education studies and the relationship of a professional subject to school experience are discussed and exemplifications offered in terms of religious education.     

Planning for Inclusion: Using Universal Instructional Design to Create a Learner-Centered Community College Classroom

A popular freshman social science survey course, Introductory Psychology, serves to illustrate one application of Universal Instructional Design (UID) principles. A seven-step lesson planning process is used to teach a unit on personality theories. Multiple modes of representation allow students multiple means of expression, and provide students with different ways to become engaged. Included in the lesson plan is a survey of nine sample adaptations or instructional design decisions to consider. In addition, learner-centered assessment strategies are discussed with a focus on adapting the multiple-choice exam with UID principles. The author concludes that Universal Instructional Design principles prove to be a powerful pathway for affirming student diversity, promoting a genuine sense of community, and improving student retention, achievement, and motivation.