112
throughout the year with the groups in school and sometimes in the
Institute.
The nature of pedagogy
The second focus of the Alternative Course was upon the creation
of
an appropriate pedagogy and here active
learning is emphasised
and the role that significant encounters play in the students'
learning is examined. The concern is with basic learning processes
and the possible utilisation of the space that exists between teach-
ing and
Iearning is examined.
PGCE. in the process of teacher education
The Alternative Course is seen here as affording a structure and
personal context for learning to take place and interaction within
the small groups are examined. A connection between the personal
and political in the production of professional knowledge is suggested.
Reflection and theorising
Theorising is seen as an
a professional discourse
of the student teacher.
active and personal process of constructing
that both reflects and illuminates the work
The limits and possibilities of the school
in facilitating
achievement are examined
The crucial question
of
the level of discourse is introduced and the nature of the rela-
tionship between
experience and reflection is considered.
4.1 Responsive Structures
a) Integration of Aspects of PGCE Work
From the outset it is clear that the school group does not have a
specific and limited reference point in the PGCE.
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