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----- - *'~^ --`* 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