THE EXPANDED ROLE OF REGULAR CLASS TEACHERS: IMPLICATIONS FOR TEACHER EDUCATION
Abstract
Man proposes; God - and in this case the teacher - disposes. It is plain that the ambitions conceived for mainstreaming will only he achieved if regular teachers in fact manifest the kinds of competence and attitude that are assumed. The Semmels review the literature looking for evidence concerning the status among teachers of the appropriate competencies and attitudes, and discuss the implications the findings have for programs of teacher education. They find low self-esteem among teachers who take part with other professionals in joint planning; a promising if too general level of expertise in making assessments of pupils; and a potential challenge from the computer to the quality of their input into the formulations of objectives. The attitudes of teachers towards individualization and to having handicapped pupils in class suggest a major reexamination of some assumptions. Each of these situations has clear implications for the kind of education teachers should receive.Downloads
Published
1979-09-01
How to Cite
Semmel, M. I., & Semmel, D. S. (1979). THE EXPANDED ROLE OF REGULAR CLASS TEACHERS: IMPLICATIONS FOR TEACHER EDUCATION. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 14(003). Retrieved from https://mje.mcgill.ca/article/view/7296
Issue
Section
Articles
License
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca