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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ514802
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Addressing the Inevitable Conflicts in Reforming Teacher Education: One Department's Story.
Paul, James L.; And Others
Journal of Learning Disabilities, v28 n10 p646-55 Dec 1995
This article describes changes in the Department of Special Education at the University of South Florida, which has embraced a transformative philosophy emphasizing the constuctivist learning paradigm, a collaborative model of work, the value of diversity, reflective teaching, and the value of a community of learners. Perspectives on this change and dilemmas arising from conflicts between traditional practices and emerging views are discussed. (DB)
Descriptors: Constructivism (Learning), Disabilities, Educational Change, Educational Objectives, Educational Philosophy, Elementary Secondary Education, Higher Education, Preservice Teacher Education, Reflective Teaching, Resistance to Change, Special Education Teachers, Teacher Education Programs
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: University of South Florida