The name is absent

ones are only suggested here and are later explored sensitively by

SSl in her coursework. There she focussed on her teaching of adoles-

a social studies syllabus that included education,

social class and social mobility but not necessarily linked between
themselves or to the adolescent experience of them. Another focus
was the personal consequences for herself of higher education and
teacher education - both more difficult and not well charted. Whilst

the first focus is recognisably a legitimate pursuit in
education there is no such established place for the latter. And

students it is their own personal experience which

exerts a most powerful influence on them as teachers. Sensitive

consideration of such issues with direct relevance to intending
teachers is found in Jackson and Marsden's (1975 ) Education and
the Working Class and Richard Hoggart's ( 1958 ) Uses of Literacy,

both texts stemming from working on personal experience. They indi-

cate the learning that can emerge from such confrontation. Personal
experience becomes more effective through being both realised and

incorporated. It is important to recall here the student's diary

and the link through to written course work. A student noted early

on in the course (4.1.dii) the emotional character of certain observ-

ations and the difficulty of confronting them.

to the PGCE and the part that it should play in the course. Early

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