159
the possibilities that exist for the building up of a professional
dialogue that continues beyond the PGCE year.
School B 2⅛ .11.81 P19∕20 ci, cii
E8θ
ɪ think we had some new areas because we
had 3 English students (in School B) and
we worked very well together and I don’t
know if there was a big sense of an alter-
native group within the school group. We
were very
interested in the
arguments we
were getting from School B and the arguments
at the Institute were giving and feeling
(here he refers to work in the English
Department) In one sense these were
practical and the Institute were theoretical
and to marry them and that was the difficult
part to see how useful the theory and the
talk of education at the Institute becomes
when you bring it into the classroom.
E8θ
There was X,
English and
were and if
Y and me and we were all doing
we all knew exactly where we
you wanted to go and talk to
someone you had someone to talk to immediately
in the same place with you - It’s strange
now that X and I - he’s in a different school
and we sit down in the pub and talk about
it and we find we’re still at exactly the
place.
The schools may be completely
different but we’re still on that kind of
thinking
together and that’s always important
to have
somebody
to go out and just discuss
about exactly how you feel.
Students here
are taking responsibility for
their own learning within
the formal settings provided by
the course
and in the more informal
ones
that it generates and the
latter may
continue beyond the PGCE
given
Work with the Research
Group showed that the
school group
its physical base can continue the work of the
course quite
outside what
may be seen as its normal contact time.
The structure
of the group
in enabling specialist concerns considered
in the Insti-
tute to have
an active base physically nearer to practice is quite
crucial in the above extract.
Often, as was seen in the Research
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