The name is absent

194

with practice is examined. The way in which school-based knowledge
and educational literature is related is explored. These factors
are placed in relation to the work of the school group tutor whose
own involvement in and awareness of educational theory and issues
is seen as important. Essentially the process of reflection and
theorising is seen as the construction of professional knowledge
and this is examined.

6.1 Responsive structures

a) The school as a knowledge base

At the beginning of the second term Group A spend the first part
of the morning discussing the term’s programme in school. What they
want from the seminars in school relates to what they want more
information about. The process of sorting out their knowledge and
the gaps in it enables them to see their own particular concerns and
envisage ways of addressing them through the work of the group as
well as through their personal course-work and practice. In the
first extract the tutor leaves open a substantial part of the prog-
ramme for the students to negotiate. In response to her questions
they refer generally to impressions of the school but behind the
general impressions lie detailed observations such as those seen
in the third extract.

і School A 15.1.82 Pl 1 ⅛ 2 aii aiii 2/aiv

Tutor

..... is there anything that makes it a dif-
ferent kind of comprehensive school.

SS3

Its size

Tutor

Yes

it’s a 4 form entry - now are you going

to see that as an advantage or a disadvantage.