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ideas can come from but I think you will
find that if you’ve been to the Institute,
there are very few people that - sounds kind
of elitist, but that see such a finesse of
ideas because they really are well worked
out
Staff (School B) will tell
you that they don’t know anything about multi-
cultural education and yet they know probably
the most of anybody in ILEA. They'll say
they don't really do group work and mixed
ability teaching very well but they do it
a hundred times better than anybody else.
SSl And yet you can't see the organisation, can
you - they don't talk about it and yet it’s
there.
As presently constituted the 1 year PGCE can at best
informally faci-
litate or encourage the kind of continued contact
that E8θ refers
to. What can be seen here is the learning of the young teacher
continuing informally but with more formal elements such as the
teaching practice school or members of the School and Method Groups
still available. For EδO it is suggested that an important part
of his PGCE experience alongside his methods work was the school
group which gave him acess to forms of practice
and fellow students
with whom to make a personal sense of what was offered throughout the
year. The process of professional
socialisation here
emphasises
dialogue ,
reflection and theorising as the background against which
skills are chosen, developed and applied.
5.4 Reflection and theorising
Throughout the account of the work of the School Group the future
reference of the course has been emphasised. In the Research Group
at the beginning of the second term it was seen how quickly students
lost sight of where they and the course were going despite the empha-
sis that staff continue to put on this. In part this has to do with