160
Group and will be seen in this analysis the spread and the balance
between
the subject specialisms
in the school group is equally i∏ψ-
ortant.
As
students Strive for
coherence and understanding of their
subj ect
in
school they mediate
its concerns to other students and
in that
process they all gain.
The school group at this time keeps
alive the concerns of the Institute. Whilst doing this it can build
up a knowledge of what is particular to that school or classes within
it as the following extracts suggest. In the first the group is
considering topics for discussion in a joint school group meeting
which will take place early in the second term.
School C 8.12.81 P4∕5 di
E2 The actual process of teaching in what may
be - in quotes - an unruly class - that’s
one question.
SSl I don’t think that that kind of problem can
be discussed across school groups - it’s
so subjective - so confined to individual
groups and years and schools - if it is to
be discussed it’s to be discussed with
teachers rather than as a group discussion
- if you’ve got a bad group you go and see
visiting tutor or whoever and that’s how you
work round that
El It’s sort of abstracting it isn’t it .....
SSl
Rather than having a discussion with people
who don’t know anything about that and there’s
no need for us to go to School B and discuss
the IV years - because they don’t know what
kind of
problems you have or
whatever.
Here the student points
to
the value of a
member
of staff who has
a particular responsibility.
This student worked
closely with the
visiting tutor sharing his classes.
In the next extract students
point to the possibility of working with other students.
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