The name is absent



161


iii School В 24.11.81  P22 dii

e80 I think it's pretty good for the teacher
as well - it channels a lot of the frustration
that you might feel away from them into just
discussing, you know you build up that dis-
cussion with another student, that works
out your frustrations. There’s a lot of
things you don’t want to approach teachers
with that in the end you do because you just
want someone to talk to.

El


They’re too busy as well - you feel as if
you're keeping them from something else -

These extracts suggest that students have options built in through
the structures of the course.   In the Research Group it was pointed

out that not all staff are uniformly willing or able to work with

students and later comment on the position of visiting tutors will

suggest that the reality they perceive is not necessarily the same

as that of the students nor do the versions interpenetrate easily.

Within the school


group credence is given to the student view whilst

experience .


time


allowing for change over time


in response to new


possibility


Both the exploration


of one’s present position and the


of its development are crucial


in professional education.


This is vital in discussions


of


issues


such as


classroo;



and control which


involves so


much that is essentially personal to


11
individuals whilst being professionally critical.

c) Common school experience

Within the school


group an important factor has been shared curricular

experience. This gives a common ground and a balance to other exper-
ience which may be individualised according to student needs and
opportunities and takes into account the student’s subject specialism.

Earlier discussions have demonstrated that productive interchange



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