152
). Introduction of students to schools and classes varies and is important.
Page 14 1.6(i) and (iii)
Page 20 1.7(ii)
Γ. Personal and institutional knowledge need to be constantly interrelated.
Page 16 1.6(iv)
3. Old and new experiences need to be interrelated and students encouraged
to see importance of their own learning.
Page 36 1.12(i)
Page 39(iii)
9. Anxieties, feelings of failure may re-appear when students encounter
the classroom.
Page 40 1.12(iv)
Page 42 1.12(v)
Space required for discussion of students’
previous
educational
experiences which may explain
present response.
Page 17/18 1.6(v) and (vii)
Page 20 1.7(i)
1. What students bring to the course and what they feel
it offers them
has political dimensions.
Page 25 1.8(ii)
Page 39 1.12(iii)
2. Students’
self-conception
of themselves as learners
requires
and possibility of different ways of working to translate into new
situation.
Page 37/8 1.12(ii)
3. Organisation of school experience may lead to new ways of thinking.
Page 4 1.2(ii)
Page 6 1.2(iv)
4. Students welcome possibility of working with students from other
specialist backgrounds.
Page 42 1.12(v)
5∙ Consensus in Method Groups is commented on in MicroficheChapter 5∙
6. Students involved in multiplicity of activities and concerns.
Page 10 1.4(ii)
Page 11 1.4(iii)
Page 12 1.5( і)
7. Students focus on ways of working, and problems of relating theoretical
concerns and practical experience.
Page 25 1.8(ii)
Page 30 1.10(ii)
8. Dislocation between levels of discussion is discussed in Microciche
Chapter Five. (5.2 and 5.5)
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