The name is absent

135

educational experience. Whether acknowledged or not this experience
is likely to play a large part in the construction of professional
attitudes and behaviour. If this is the case and evidence from the
Research Group and School Group strongly suggests that it is then
it follows that it should be an active concern of teacher education.

Similarly although

more complex the student’s political

social and

the whole person is both the beginning and the end of education but
definitions and processes of professional education carry with them
pressures for segmenting both the course and the person so that only
lip service can be paid to an ideal continually made obsolete by
professional practices. In the Research Group the political climate

that political and social attitudes are not merely personal and pri-
21

vate matters. Lacey (1977) demonstrated the construction and

influence of sub-cultures based on subject group membership and

showed the effect on students’ teaching as well on attitudes. The

important point to note here is that this influential sub-cultural

knowledge refers to much more than subject

a) Personal Concerns

At this early point in the year students identify themselves in the
group through their individual concerns as the following extracts
indicate. It is only later that this develops into a capacity to
translate ideas into practice. Groups vary acording to their willing-

ness or ability to work at a personal level and frequently

properly some of this work will be accomplished between individual

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