The name is absent

IlO

the work the group is involved in

and emphasises

the necessity

integrate

of the

course.

Throughout the analysis the place of structure, and pedagogy in the
total process is shown but the pattern of assessment is equally
critical. It is this which directly influences what is presented
in the summer term.

In an important sense without presentation and analysis of the stud-

ents ’

course work the research is

incomplete.for within the

course

work students demonstrate the possibilities the course offers

The course work enable them to examine how far educational theory

can illuminate and further their practice in school. They discuss

their own education and experience as well as the place of the PGCE
in their own development as teachers. In their reflection upon their
experience they develop and demonstrate an awareness of themselves
as teachers and as learners and in doing this they accomplish their
own theorising. The course work itself constitutes an integral part
of the pedagogy of the course. To demonstrate all of this would
have required a quite distinct research focus and would still have
left the reader asking hown in the practice of the course the work
was generated.

The data presented and

discussed in the following chapters focusses

upon that practice.

Essentially it examines the place of school-

based work in one PGCE course. What does it look like in action

and what are its implications for university tutors, teacher-tutors

In attempting to answer them

and students are the key questions.

the research is presented as a contribution to the re-thinking and

re-formulation of PGCE pract

ice which is required by the commitment

to partnership.