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The role of the teacher in resource based learning: towards a conceptual framework
Author(s) -
Graystone John A.
Publication year - 1978
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192780040107
Subject(s) - confusion , affect (linguistics) , class (philosophy) , teacher education , mathematics education , action (physics) , psychology , resource (disambiguation) , pedagogy , conceptual change , epistemology , computer science , communication , computer network , philosophy , physics , quantum mechanics , psychoanalysis
The use of resources or RBL, which has increased in schools over the last few years, may have implications for the role of the teacher in the classroom. RBL has many meanings and is described here in terms of two dimensions —individualised/class and independent/dependent learning. Role is problematic as a concept and many criticisms have been made of its use. At the risk of adding to the semantic confusion a dynamic model of the teacher in the classroom is presented. The teacher has the ‘authority’ to impart ‘socially valued’ knowledge. He imparts this knowledge using a certain teaching method which in turn involves classroom management and certain tasks. At each stage certain influences may affect his action. If this model is applied to RBL questions are generated, the answers to which may prove useful for in‐service education or teacher training programmes.