The name is absent



18

on the solution of problems" (Taylor , 83) and through that activity

and reflection upon it


to become more knowledgeable.


This may go


some way to explaining


more likely it is to


Gwyneth Dow's account


why the more experimental the programme the
generate an account or series of accounts.

(1979) is a most worthy example in teacher

education. When a basic if unexplicated concern of the programme
is with the "conceptualisations of the process", and the associated
metaphors and theories referred to by Taylor^ then evaluation is
less of a concern than illumination, for at a basic level an
illuminative stance is required to serve the internal needs of the
development. If the development is to break new ground then its
guiding aims and images must constantly be observed within the reality
of, for example, institute, seminar, school, classroom and course

assessment procedures. Whilst that reality offers constraints and
pressures back to the usual and the expected, the practitioner's
concern is not that per se but how this occurs and how far they

can be transcended. Reflection and recollection have a key place
in all of this. Additionally for teacher educators there is their
own place in the teacher education debate whether this is at
institutional or wider levels. Personal experience suggests that
a commitment to changes in teacher education out of time and tune
with one's own institution can become the opportunity to be involved

in


experiment.


Subsequent


involvement


then has two major aspects.


The first


to the development


improvement and understanding of the


experiment and the second to its wider



ications


for change in


teacher education more generally.

Perhaps a distinction should be made between the stages of development

with the experimental phase being concerned with what Taylor calls

devising


and implementing experimental and alternative programmes



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