The name is absent

146

to ones own concerns, and immediacy is far from the sole criteria
of relevance. Rather it is that issues are already being defined
in a particular way or at a particular level and this reflects the
role of the school group in establishing key issues that are repres-
ented in the schools as well as in the concerns of educationists.

Viewing issues as a continuing part of teachers’ proper professional

concern both as students and as

teachers and accepting the gaps in

professional knowledge involves a

shift in approach to the disciplines*

It is not that their knowledge

is judged according to whether or

not they produce useful answers

or guides to action but whether

questions

perceptive ,

directions

Except for a minority of students who have already served an appren-
ticeship in one of the disciplines, these evaluations have to be
made from outside the discipline.

with the appropriateness

At this stage then there can be less concern

of form and the language of the discourse

than otherwise

ight

the case. The Research Group reflected on the difference of school

group work from the

university seminar and whilst there

may be

a place

for the latter in

teacher education it should not be at the expense