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

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