The name is absent

5.2 Nature of Pedagogy

The discussion in the previous section suggested that what students
learn from encounters is unpredictable and one aspect of school group

work is to do with understanding, evaluating and advancing practice

students felt that the complexity of the classroom situation required

careful observation and analysis by ’disinterested’ tutors which

could subsequently be used in discussion to extend and deepen the
16

student’s awareness and active knowledge. Moving towards profes-

sional understanding and development can only be accomplished with

painstaking and comprehensive discussion. Edgar Stones (1984) has
given meticulous attention to developing and analysing a practice
for the supervisory relationship that does justice to the complexity
of its requirements upon both the tutor and the student. Too fre-
quently, the tutor’s role is accepted by students and teachers and

soemtimes by tutors as classroom observer and assessor of a rela-

17
set of student performances.

on teacher education this view may be found.

by Patrick et al (1982) there is a strong assumption that criticism

the tutors to the student somehow misinterprets and obscures that
central function. In the next extract Ml illustrates how acceptance
of this view by tutors or by teachers can restrict the use that is
made of what might be a useful and appropriate learning situation.

School B 24.11.81 P6∕7 ki

In the SMILE class they (the teachers of
the class) can observe you but really when I

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