Research project Scientifically Grounded Progression in Special Education Teacher Training
Content Alignment as a Pedagogical Concern in Higher Education
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In this project, the current logic within and between three sub-courses in the Special Education program was explored. Syllabi, course descriptions, study guides, course assignments, examination tasks, grading criteria, course evaluations, and course reports were analyzed in relation to expected study outcomes.
Based on theories of conceptual development, a content-based analysis was conducted, and new content-based progression lines were created. Drawing from these "new" progression lines, course assignments and examination tasks were developed and tested with students enrolled in the three relevant sub-courses for this study.