The Foundational Studies in Teacher Education: Relevance Reconsidered
This article re-examines the charge of irrelevance often levelled against the Foundational Studies in a teacher education program. It argues that the relevance expected of these studies is categorically different from that expected of the methodology courses and the practical teaching aspects. It concludes that the relevance of the foundations lies more in the enhanced sensitivity and self-awa reness that they infuse in the teacher than in any specific pedagogical skills that they may impart.
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