143
initially at the level of personal, group and PGCE agenda that the
course begins to work. The Research Group pointed out both the early
2 7
introduction of themes and ways of working with them. The estab-
much
of adequate
and appropriate content for the PGCE absorbs
professional energy
of
teacher educators.
In the Alternative
Course ways of working with issues have parity with issues themselves
and indeed issues often arise from personal and school group involve-
ment in the school rather than being settled in advance.
In this first extract the course work is introduced and its produc-
tion through the year is seen as a bridge between personal concerns
and educational issues. The nature of the Report is being discussed.
School Group A 16.10.81 P3∕4 oi
М2
So it can begin as a sort of hotch-potch
and not be organised.
Res
Tutor
Only later do you section it and divide it up
- to represent the variety of interests and
themes
..... and I suppose that’s what dist-
inguishes these Reports - their very
reflecting the
sheer
number
of areas
size
that
represent your work. The Report both serves
the Assessment but more importantly, it serves
you as a working document through
..... the themes or chapters are
the year
a way of
RE
giving coherence
Throughout we stress
the sense of audience and that’s
important
- first you’re writing for yourself, it’s
just a way of sorting, recording but then
you think about what you’re doing in relation
to someone else.
Now that might be someone
you’re teaching an
with, who needs to
you’re thinking and
an issue to a group
end we suggest that
integrated studies class
know more about what
planning, or you present
here. Then towards the
you perhaps think about
an audience that doesn’t know you, with whom
there isn’t a common body of knowledge that’s
been built up and you begin to take on the
problems
and
telling them where
s quite a different kind
It’s quite different fro:
fl
you’re at
of writing
the university