The name is absent

no

teaching ,

there’s no discussion about

184

cultural education, no discussion

і si

the

there’s no possibility
hierarchy because it’s

of
all

about rac-
talking to
done from

staff notices .....

Students are rightly concerned with the relevance of what they learn
on the PGCE to what they perceive as the requirements of teaching
and particularly the probationary year. This was discussed within
the Research Group and was a cause of dissent amongst students at
the end of this term. There can be no satisfactory answer to anxiety
about the adequacy of the course, other than one's eventual beginning
in the career of teaching by when other needs for learning and support
arise. However realistic access to probationers who have recently
completed the course does serve to link the PGCE and the probationary
year in ways which students find helpful and reassuring. They are
able to develop an awareness of the situation without personally
having to confront its formidable demands and difficulties and they
can gain the sense of the possibilities that exist for them as begin-
ning professionals. Here E8θ discusses ways in which his PGCE exper-
ience is now a part of his professional stance.

School B 24.11.81 P15/16 si P18∕19 ti

E8θ

Yes and that’s the way you operate and that’s what
you fight for in that school - the crunch comes that
you want to do that - and you want to have the people
to talk to to do that and you won’t find them so

what I've done is to come out.

I come up here and

go and meet other teachers - you've always got to

have kind of a computer bank of information and meth-

ods and ideas to go back to and if you can't find

it in your own school then the good thing about it

in this area, there are other places to go to and
teachers to talk to and I don’t think you'll ever

find yourself in the position where there's nobody
who teachers and thinks like you in school because
after all there are different places where these