The name is absent

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

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 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.

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

different but we’re still on that kind of

together and that’s always important

about exactly how you feel.

are taking responsibility for

their own learning within

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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