The Study and Development of Teaching

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Abstract
The study and development of teaching according to a natural science-technical model is examined. The major aim of this model has been to achieve law-like prediction and control in teaching. The natural science-technical model is found to limit the way teaching is studied and developed and to have distorting effects within both general and special education. The basis for an alternative approach is described which, it is claimed, can promote a genuine tradition of inquiry and practice for teaching.