Generic Affective Competencies: A Common Bond Between Regular and Special Educators.

Autor/inn/en	Pattavina, Paul; Ramirez, Ramiro R.
Titel	Generic Affective Competencies: A Common Bond Between Regular and Special Educators.
Quelle	(1980), (29 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Classroom Techniques; Exceptional Persons; Inservice Teacher Education; Learning Disabilities; Mainstreaming; Minimum Competencies; Secondary Education; Special Education; Teacher Effectiveness; Teacher Improvement; Teaching Skills; Teaching Styles + Suchen Sie Ihr Suchwort? Klassenführung; Lehrerfortbildung; Learning handicap; Lernbehinderung; Fundamentum; Mindestwissen; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrstil; Unterrichtsstil
Abstract	The recent integration of learning disabled students into regular classrooms has emphasized the need of the regular classroom teacher to have special education competencies. The implication is that all teachers should attain a certain level of knowledge, skills, and abilities. The Generic Affective Competency (GAC) model identifies how teachers can systematically attend to many issues of behavioral management through specific practices of instruction, interaction, and classroom management. Many of the competencies relate directly to empirical findings from both clinical-experimental and applied educational settings, while others are supported by theoretical constructs and models. The CONSERT inservice training model recognizes and enhances the different abilities, motivations, and perceptions of teachers, rather than standardizing the competencies of school personnel. Four interrelated phases are used in the CONSERT model: (1) awareness activities; (2) instruction in affective skills; (3) demonstration projects and specific skill development; and (4) withdrawal and implementation phase. (FG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01