The name is absent

presents the first dilemma for by what criteria is action judged
successful and by whom should the judgment be made. If, as Polanyi
implies, successful action is rooted in tacit action then the actors
themselves constitute an essential element in rendering the tacit
explicit. Furthermore, such rendering, to become widely understood
or effective requires an audience who understand and can apply such

knowledge by virtue of their commitment to professional and personal

So tacit and explicit knowledge will be essential

in obtaining the improvement of the knowledge base emphasised by

It is acceptance of the interrelationship that provides

the link between the experimental programmes and the conceptualisation.

Both activities are vital and the point made by Hirst in his discussion

of Habermas, underlines their inseparability.

..... it certainly suggests self-critical, reflective
and reconstructive analysis and judgment by different

groups of practitioners, operating at different
and professionally more deep and wide-ranging levels

degree ..... And  if practice does indeed precede

theory in this area as in others, perhaps this will
in due course bring us further understanding of
educational theory. (1983)

This is the position that underlies the research procedures and
the account presented in this thesis which accepts that lying
beneath experimental programmes and projects are conceptions of
teaching and of learning. The exploration of the practices and
the explicit consideration of the conceptualisation can be undertaken
by practitioners whose interest is professional which implies a
commitment both to a theory and a practice of teacher education.

The nature of available and acceptable research in education in

the early ’70’s sat uneasily with a commitment to developing practice.

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