The name is absent



19

studying them with the emphasis upon what the implications are of
the new modes. Only at a later stage, if decisions are taken to
incorporate features of the innovation into normal practices,might
controlled evaluation become appropriate. This stage will be
reflected in the Cambridge research for those courses they study
which are established features of their institutions. For new and

experimental


programmes


the development


of ways of working should


go hand in hand with the conceptualisation


of the process and the


development of worthwhile conceptions of


teaching and learning


emphasised by Taylor.


The recent models for curriculum development


and research are nearer


to this conception with their sensitivity to the institutional and


personal factors involved in change as well as their commitment


to an illuminative stance for evaluation (Hamilton and Parlett 1972).


Nevertheless


other


models


and traditions die hard having an established


place that is influential


both in research upon, as well as discussions

of teacher education. Surrounding both discussions of teacher

educators and research upon their practice various stances exist
each with their own discourse. Teacher educators who try to develop
new forms of practice must be concerned with this and with the know-
ledge base within which they themselves operate. In trying to change

practice they must be aware of the commonsense which surrounds them

as well as that which they themselves are developing. Otherwise

there may be relatively


isolated



of experimental


practice


and


there


may


be


alternative voices competing within the discourse


but fundamentally the knowledge base and the practice from which

it emanates will remain unchanged and unchallenged.



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