The name is absent

participated in the assessment this aspect of their

role was not given a central focus. In the early years of the course
the Report stressed the exploratory nature of relationships with
teachers and underlined very real differences.

It takes time to establish but makes possible course

growth and development, which were originally mere
good intentions. Participation of staff in school

seminars or other work in the Institute underlines

the dual responsibility of school and Institute
in Initial training. Again, flexibility is the
key, for particular teachers’ relationships to the
Alternative Course are affected by so many factors.

Some teachers value the possibility the Course offers

for continuing aspects of their own professional

- for reflecting on their own procedures

with students newly experiencing them. Others see

knowledge based on their own considerable experience.

Still others want to learn from students how their

school appears. (Jones 1981  P36)

early years it was concerned with the development and exploration
of existing possibilities and worked within the limitations of an
already existing visiting tutor scheme. Its central thrust was
to change the role of the university tutor. It is change in this
role that is critical in each of its stated aims

- to provide a tutorial relationship that would
give greater coherence to different parts of the
students’ work;

collaborative and supportive relation-
tutor and student on teaching practice;

- to develop a working relationship between the

schools and the Institute;

reflection upon shared practice. (Jones 1981

P6)

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