The name is absent

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

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

be well under way before the second teaching

practice for it

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