Abstract
To have or not to have a special- methods course in any teacher-education program is a moot point. Certainly the arguments, both pro and con, challenge our constant attention to developments in opposing directions. Here Elmer J. Clark, of Indiana State Teachers College, Terre Haute, sets up a series of definite proposals from his point of view as both a subject-matter and special-methods teacher. Mr. Clark also serves as super visor of student teaching, thus enabling him to view and evaluate an ongoing program from three approaches.
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