155
this
may
pose
in institutions where pupils are the learners
but
student teachers are not yet teachers.
PGCE in the process of teacher education
Against this background the place of the PGCE in teacher education
is examined with particular reference to the probationary year.
The importance of students
informal contacts is emphasised and the
part they play in cumulative
and collaborative work.
The facilitating
relationship
of
course
structures and informal contacts is
considered in the process of becoming a professional.
Reflection and theorising
There is emphasis upon the necessity
for effective practice to be
reflective practice and consideration is given to the establishment
of such a stance. Reflection is seen as forward looking requiring
opportunities to confront
the past and the present in order to situate
the student teacher fully
and effectively
as a future
ember of the
teaching profession. The necessity for the representation and form-
alisation of the reflective process throughout the course is emphasised.
The school group tutor’s knowledge and sensitivity to individual
themselves is introduced
and group needs and capacities to express
as an important element in this process.
5.1 Responsive structures
a) Structure and function
During
the teaching practice the importance
of the structure of the
school
group
apparent.
Since the make up of Alternative
Course
school groups
depended upon the participation
of method groups
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