14
he suggests why it is that the much hoped for changes do not come
about. Rationally he points out it is impossible not to accede to
the view that
when everyone agrees that something needs to be done,
and it doesn’t happen, structural and motivational
impediments have to be looked for. (1983)
It is easier to locate blame that it is to understand the real personal
and structural problems of change. Official interventions at present
tend to lay blame with the training institutions but on the whole
as Taylor puts it the preferred ’’solution is seen to be subject-expertise
and practical experience - a parcel of prescriptions that may make
for a reactionary and limiting pragmatism". (1983)
It is here that teacher educators must pause asking themselves what
they do know, what they should do, where they want to go and how they
should get there. Taylor puts it succinctly.
So the improvement of the knowledge base of teacher
education is for me one of the chief priorities for
the remainder of the ,8θ,s. And this points to the
practice of teacher education, research upon it and
theorizing about it ..... more has to be done to draw
together, organise and disseminate what is known
about process and product, to stimulate research
activity and to provide institutional focus for the
interest and activity of both scholars and practitioners.
(1983)
Taylor points here to the shortcomings of
devising, implementing and the evaluation of alternative
and experimental programmes
and emphasises the importance of
how we conceptualise the process, of the degree of
understanding we can achieve concerning what we are
about and the fit of our programmes and institutional
arrangements with worthwhile conceptions of learning
and teaching. (1983)