108
the Alternative
Course during the year of the research: School B
and its tutor had been
in the Alternative Course
its
formation
in 197ɪ*; School C had been part of the
course
since 1978 and its
tutor since 1977.
During the year of the research English, Mathe-
1
and
Social
Studies students
were joined by small groups of
RE and Integrated Humanities students
thus widening the subject
composition
of the
groups .
The data is
organised to demonstrate key features of the innovation.
in terms of both structure and process. The
basic themes emerged
froι
Il
the
analysis of the Research Group which is presented alongside
this thesis
J ones
1985). They are first the creation of responsive
Strutures
second the development of an active pedagogy; third the
place of the PGCE in the process of teacher education; and the
fourth the nature of reflection and theorising* Thedata is selected
and extracts are presented according to its relevance to these themes.
The purpose is to demonstrate what for example, constitutes a respon-
sive structure or what counts as theorising. Throughout^reference
is made to the findings of the analysis of the Research Group.
The presentation takes account of a further factor which was shown
to be crucial in the work of the Research Group and this is the
rhythm of the course itself. As the year proceeds and the students
gain experience so their perspectives change and develop. Details
of the data presented are given at the beginning of each chapter
- the intention is to indicate briefly what occurs at each stage
of the year.
In the first four weeks of the course the emphasis is upon estab-
lishing the identity of individual school groups and their ways