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Reflective or reactive? Role dilemmas for teachers and education tutors
Author(s) -
THOMAS DAVID
Publication year - 1991
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.1991.tb00414.x
Subject(s) - structuring , demise , pedagogy , teacher education , mathematics education , field (mathematics) , sociology , psychology , political science , mathematics , pure mathematics , law
David Thomas is concerned about what he sees as a decline in in‐service provision for teachers in the field of special educational need. He queries the over‐structuring of learning experiences in schools that hinders progress towards the broader aims of education and encourages the narrower objectives of teaching. He sees a clear parallel in the training and education of teachers where the thrust is increasingly towards ‘the specified objective and technicist role’. The trend facilitates the production of reactive rather than reflective teachers. His concern with the demise of the substantial full‐time courses will be shared by many in the profession.