Skills without Understanding: A Critique of a Competency-Based Model of Teacher Education in Relation to Special Needs.

Jordan, Rita; Powell, Stuart

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Peer reviewed

ERIC Number: EJ513508

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0952-3383

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Skills without Understanding: A Critique of a Competency-Based Model of Teacher Education in Relation to Special Needs.

Jordan, Rita; Powell, Stuart

British Journal of Special Education, v22 n3 p120-24 Sep 1995

This article discusses the British move towards a skills-based model in special education teacher education. Focusing on the special case of students with autism, the article offers a perspective which stresses the importance of theory, practice, specialized knowledge, and reflective teaching. (DB)

Descriptors: Autism, Competency Based Teacher Education, Disabilities, Educational Practices, Educational Principles, Elementary Secondary Education, Foreign Countries, Higher Education, Preservice Teacher Education, Reflective Teaching, Specialization, Teaching Models, Theory Practice Relationship

Publication Type: Journal Articles; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom (Great Britain)

Grant or Contract Numbers: N/A

Author Affiliations: N/A