The name is absent

of teacher education will remain underdeveloped".

and indeed it was this interpretation of the situation that shaped
their research.

our preliminary work, it became clear
such variety among the courses that

ative sample. (1982  P4)

Their conclusion equally focusses on this diversity which formed its

major finding.

Indeed, it is possible to argue that what character-
ises the PGCE in universities in England and Wales
is its diversity. A wide range of departmental
structures and personal interests are further diver-
sified, as far as the individual student is concerned
by options and choices as well as by the inevitably
kaleidoscopic experience of teaching practice. (19δ2 Pxiii)

It will be argued in Chapter One that this diversity may be held
within firm and fixed parameters which operate at the level of both
structures and process which are continuous across institutions.
Drastic revisions in them will be required to accomplish the specifi-
cations of the new recommended criteria (DES ’83). Particular attention
will be drawn to the general weakness of links between training
institutions and schools for the existing links cannot be characterised
as the "close working partnership" (1983 Para 3) called for in the
criteria. It is not clear that the educational and professional
elements within the courses are "closely related to the professional
development of the students and to the working life of schools and
pupils" (1983 Para 11). The reported diversity of courses casts
doubt on whether all the areas emphasised in the criteria as central

learning are adequately covered in many of them.

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