The name is absent



IOl


----- - *'~^ --`* v* vhe research made the role of the university
tutor vague and ill defined. There are distinct differences here
in the two forms of practice which may to a large degree be explained
by the roles of the two types of tutors in the patterns of partner-


ship adopted. From the outset the Alternative Course tried directly


to respond to differences within schools


themselves as well as to


find areas within them that could provide


elements of common experi-


ences for students. Certain aspects of


school experiences were


seen as essential by staff.


Preserving the Method component of practical teaching
experience, the course provides other experiences
which we consider essential for students in Initial
Training. The first of these is working with chil-
dren who have learning difficulties and the second


is work on some part of the curriculum


to which more


than one department contributes. Integrated Human


ities and Social Education are examples,


and all


of our schools are involved in such work.


Not only does such
individual students’


experience widen the


competence


- a not


enable factor given the present employment


range of
Inconsid-
Situation


- also makes available
a wider definition of what

it is to be a teacher. In doing this the course
follows developments in many schools which require
skills and confidence and attitudes that are more


difficult to acquire in a single subject centred
practice. (Jones 1981 P14∕15 3.2.3)


Such developments


affected the pattern of relationship with the


schools.


Here there are qualitative and quantitative changes.


Staff undoubtedly spend more


time in school now,


with approximately half of the so-called Education


time and Method time school-based


This means that


they have a working knowledge of the school, which


is both generated through the work of the school


group and through the


organising this work.

own particular subject


wider

framework

That

tutor's responsibility for
Relations with the tutor's
department fit into this
these relations are ongoing

practice may be as affected by local tensions or
changes as by major changes in the school, and tutors
are much more likely to have knowledge of these




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