109
of working; extracts are chosen to show students responding to their
experiences in school and the Institute. Tutors are shown working
individually within the school group structure, interpreting its
possibilities in relation to their particular groups of students.
During
the first teaching practice the group becomes a place
to
express the different concerns of the school and the Institute.
School group tutors are shown working alongside visiting tutors on
a variety of issues which are particular to their group in its school
setting. A further feature of their work is the process of course
planning which is responsive to the developing interests of students
and takes account of
their school experience.
The consequences of the planning is shown in action during the first
week of the second term when school groups begin to work in pairs
to share and develop educational concerns. The tension between
school experience and educational issues is critical here as is the
potential of the school group in working towards personal solutions
for its members.
This process has
to
be well under way before the second teaching
practice for it
is
during this time
that students have the most
concentrated
opportunity to define themselves as professionals and
establish their classroom practice.
Data is presented which shows
how this
occurs and this emphasises
how much is at issue during this
period in addition to the students’ classroom performance.
During the third term one school group becomes the focus of
the research. This enables concentration on the range of
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