Addressing the Inevitable Conflicts in Reforming Teacher Education: One Department's Story.

Paul, James L.; And Others

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Peer reviewed

ERIC Number: EJ514802

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-2194

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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

Grant or Contract Numbers: N/A

Author Affiliations: N/A