ERIC Number: ED327044
Record Type: RIE
Publication Date: 1990-Aug
Reference Count: N/A
Reflective or Reactive Pupils and Teachers? Special Educator or Special Trainer? Role Dilemmas for Teachers and Education Tutors.
The special educator's role and training is discussed within the context of current efforts by British schools to comply with the Education Reform Act and the National Curriculum. The close relationship between the process and content of learning and between styles of learning and learning outcomes is stressed. Individual sections address the following ideas and issues: "Touchstones" (a thematic approach to student assessment); the teaching process as the learning product; process definition with emphasis on the relationship between teacher and pupil; concerns with the heavy use of structured learning in special schools; questions about the usefulness of the objectives model and skills analysis paradigm to produce student autonomy and independence; similar concerns raised by teachers; the teacher as a reflective practitioner; and the training and education of teachers. Includes 16 references. (DB)
Descriptors: Behavioral Objectives, British National Curriculum, Disabilities, Educational Methods, Educational Philosophy, Elementary Secondary Education, Foreign Countries, Special Education, Special Education Teachers, Student Educational Objectives, Teacher Education, Teacher Effectiveness, Teacher Role, Teaching Styles
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Great Britain
Note: Paper presented at the International Special Education Congress (Cardiff, Wales, United Kingdom, July 30-August 3, 1990).