IOO
and self-assured - not insignificant
as attributes
given the
employment
Situtation many
of
face .
They are more aware of themselves as
teachers - of
their own directions, strengths
one
light
otherwise expect.
For
their definition of themselves
and weaknesses than
considerable numbers
is quite wide: they
are keen to take on arange of duties in school.
Obviously many PGCE students arrive with commitment
and high
feel that
ore
gain
ideals. Staff on the Alternative Course
perhaps fewer lose these qualities, while
a realistic and tested stance with which
to continue their work on first
appointment
The early establishment of confidence can be related
both to the nature of school experience and to the
small-group setting for much of the work. In their
groups students from the beginning develop ways of
working which establish and extend their autonomy.
They prepare papers
detailed analyses of
on their reading, introduce
their
assrooι
experiences ,
reflect together on difficult problems, chair sessions
which
be
attended by headteachers and so on -
the range is very wide. We continually empahsise
the students’ role as active in relation both to
the outcome and the mode of their learning.
Central to the mode of learning is collaborative
work. Through experience the relevance and value
of this way of working are put to the test, which
becomes a model of what such work involves for prac-
tising teachers. This should not imply uncritical
acceptance of group over individual. Both have their
place in the student's professional experience.
(Jones 1981 P18)
This emphasises
the importance of making
adequate provision for the
development of collectivist strategies.
In the Alternative Course
the school group itself with its tutors
is of central importance.
The Sussex Research drew attention to the
significant differences
between schools as they affected the
practice and experiences and
acceptance of
students
within
theɪ
They emphasised how critical
indicated how that role was
the role of the teacher-tutor was and
influenced by the allocation to the teacher-tutors of a key place
in
the
assessment
of the students.
This constituted a radical
departure from PGCE practice as reported by Patrick (1982) and at