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
be
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
of what occurs in
the former.
Essentially this is the process
of developing a professional discourse, considering what it might
be and what the place of bodies of educational knowledge are within
that.
In the next extract students are
exploring the nature
of children’s
learning which is an issue they
will come back to
repeatedly.
Educationists' ideas are present
but as they figure in
ones own con—
cerns. The views expressed here contain assumptions which might
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