The name is absent

178

It is not teachers who are

blame

here - students at this stage

cannot be

expected to

possess the necessary clarity of aims

and

intentions that might

inspire confidence.

This is what they are

working towards and as tutors

teachers and students

themselves

accept this learning as

necessary the more likely it is to be ade-

quately provided for.

The visiting tutor
in the last extract

emphasises

negotiation but increasingly it is clear that this cannot

always be

achieved by

19
students .

Here the contact of Institute

tutors and visiting tutor with students and

teachers is critical.

b) Students as learners

The next extracts emphasise the role of the student teacher as both

learner and teacher. It is this dual role that influences the stud-

s part in the negotiation process for sometimes they are unclear

about their own needs

irritatingly changeable in their

requests and their apparent competence. In the first extract SSl
has just taken a class on her own unobserved by the teacher and is
now considering other possibilities. E8θ responds to her experience
by considering his own from the vantage point of increased experience.

School B 24.11.81

P3∕4 mi

SSl
mi

Well as far as being in control of them goes,
I think I’m sort of relying on their goodwill
to put up with me really - I spoke to X (the
teacher) afterwards about whether I could

share a class with him and gradually try

to get over the idea of control and how the

class reacts

compared with how they

respond to hi