The name is absent

151

Terences from Thesis Chapter Four to Microfiche Chapter Qna

ιesis (See Appendix on Extracts from

>otnote Microfiche)

Subject composition of school group and its location in school.

Page 1/2 l.l(iii), (iv) and (v)

Page 4 and 6 1.2(ii) and (iv)

, Group composition and experience related to process of learning and
challenging assumptions.

Page 6/7 l∙3(i)

Practice may be modified over time.

Page 4 1.2(ii)

Students work towards relevance and accept future orientation of work.
Page 10 1.4(ii)

Students' own knowledge and interests basic to course.

Page 12/13 1.5(ii)

occur between what

students are told and what they

observe. Learning can begin here.
Page 18 1.6(vii)

Modification of activities to take account of specialist interests.

Page 3 1.2( і)

Constant pull between experience and theorising which are not easy
to keep together.

Page 25 1.8(ii)

∙. Students bring different previous experiences to the course.
Page 20 1.7(i)

.0. Teaching practice needs to be fitted to students' previous experience
and career ideas.

Page 28 1.9(i)

.1. Possibility of returning to issues is established.

Page 25/6 1.8(ii) and (iii)

.2. Gradual extension of knowledge about school. Emphasis on ways of
gaining and transmitting the knowledge.

Page 33 l.ll(i) and Page 35 (iii)

L3. Importance of students’ own experience.

Page 33 l.ll(i)

L4. Role of teachers is important as is possibility for work in school
and institute.

Page 22/24 1.8(i)

1-5. Dislocation between theory and practice in school has to be worked
with by students and experience of different schools is important.

Page I5∕l6 1.6(iii) and (iv) and Page 17 (v)