The name is absent

Cambridge Department of Education by

Paul Hirst and Viv Purlong (1985).

This work may be seen as a signi-

ficant contribution to what Patrick et al

..... ^a concerted attempt in recent years to study
the structure and processes of teacher education in
England and Wales in an effort to inform the discussions
which have arisen out of the widespread reorgan-
isation of teacher education in the last decade.
(1982)

But in 19δ2, with the exception of their own research^ this was hardly
the case in relation to the PGCE and Wragg (1982) gives a more accurate
picture when he quotes Taylor’s (1969) summary Ofthesituation in the
^,6θ's.

Until very recently few people have shown much interest
in the activities of the Colleges and Departments
of Education, and even today much of the best work
in the field is on questions of numbers and supply;
with very few exceptions, the rest of the available
research does not amount to much, and its impact seems
to have been negligible. (1982  P8)

much of this research consisted of

between the major funding agencies at that time, there

were few expensive projects or enquiries sustained
by teams over a period of years. (1982 P8)

However, despite this, reorganisation has proceeded and continues

unabated.

Reorganisation and change within the public sector led Ashton et al
(1983) to indicate a raising of academic standards to the point ’where
from the early 1980's, all new entrants to the profession will have
a degree qualification’. Within primarily the BEd framework they
point to the nature of the developments.

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