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203


the professional stance.

These extracts have highlighted the role of the tutor, the avail-
ability of the experience within the small groups, and the importance

of encouraging the students


personal and professional concerns as

the focus for developing professional knowledge.

Finally it was


suggested that


professional interests


and personal concerns bear


an intimate if often unexpressed relationship.

6.2 The nature of pedagogy

a) Using student experience

Within the Research Group it was seen that students


problems


with


their teaching were influenced by factors to


do with other teachers,


the


departments


they worked in


and other aspects of school life.


If problems were


seen as to do largely with control or inexperience


then the means of


tackling


the problem could


be restricted


Moving


through the year with the


students it was often apparent that with

increasing knowledge about the school, the classes and themselves
they developed new directions and used strengths which effectively

O

changed the nature of the problem. This suggests that if ‘the’
problem of student and young teachers is seen as control and profes-
sional knowledge and advice is geared to this, opportunities for
a wider analysis are lost. A wider analysis should address the part-
icularities of a student’s or a school group’s perceptions and this
involves the tutor’s knowledge of the school and requires realistic
possibilities for the building up and utilisation of that knowledge.

These possibilities are basic to the school group way of working.



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