The name is absent

156

in the Course rather than the wishes of schools or specifically edu-

cational rationales it is worth considering how this affects the

main functions of the group.

First there is the integration of the student’s work in the school
and the Institute which was discussed at the close of the previous
chapter. There it was shown that the group's agenda was built up

with reference both to practical teaching experience and to under-
lying educational issues. This agenda needs to be quite clear before
teaching practice begins. Once the students are immersed in the

block teaching practice they

become aware of the dislocation between

the school and Institute .

For the students who are meeting with

their method group once a week in the Institute at this

stage there

is the very real problem of making sense of other students'

experiences

in schools which may be unlike their own.

In the first

School B 24.11.81 PlO ai

Res     The other thing I am wondering is what's

Tutor happened to the Institute in all of this

Hums Not much. It's really weird.

El

It's receded well into the background - I
ost resent the Fridays - it’s nice to
hear what other people have been doing.

E8θ

This strikes a note from the past.

Ml

..... I was very sorry to hear how people
felt about Fridays because I and М2 have

a great

- our Maths

Group is really