142
education, later subject specialisation, social and political atti-
tudes, personal feelings and experiences all find their place if
the ways of working allow for and encourage their expression. The
next
theme
that of theorising, extends the discussion examining
some
of the ways in which the professional dialogue is developed.
4.4 Reflection and Theorising
In these early weeks of the
course demands are made
ways of working
established*
ɑiven that its location is both in school and in
course
the Institute the∕requires
an immediate and continued involvement
from
students and staff.
Members of the Research Group expressed
feelings of exhilaration as well as of confusion stemming from a
growing awareness that they are required to participate in a variety
of activities and to consider and comment upon areas of experience
26
in different ways.
a) Professional Discourse
If
theory is to have any grip on practice it has to be anticipatory
as well as retrospective showing where to look and what to look at.
As Ml
said in
his description of Mathematics teaching
which
was
informed by his
observation
his experience, as well as his
own .
political views
and his reading of Lawton (1980) "I think you’ll
find that
the
controls
in your own
departments
when
you
come
to look at curriculum”
This needs the status
of hypothesis rather than established fact and the subsequent discus-
sion tried to establish this. What is important is that such issues
are tabled early as part of the group’s agenda of concerns. It is
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