The name is absent



208

When school group tutors have access to this then they are in a
good position from which to advise students and equally іHiportant
maximise fully the learning opportunities of the school for the

student’s benefit.

Throughout


this section the


role of the school group tutor has been


stressed.


The role has


much


to do with mediation, with advising


and with support than it has to do with evaluation and this is a
logical outcome of the direction of the course. A concern with
professional knowledge encompasses a degree of self awareness and

assessment


Tutors contribute to this process but it is the student's

sense of where he or she is and where the next move should be that

is the point of the process.

6.3 PGCE іn the process of teacher education

The Research Group underlined


the importance of the student’s


personal


concerns


in their developing


12
professional stance. Here


is


suggested


that by


involving


itself more widely with the


students


and with


what they


bring


to


the course the PGCE can enable


students


to


utilise energies


that


otherwise remain dormant or


may appear to


be


in conflict with the


demands of teaching. The


combination of


the


small


group, individual tutoring, adequate space


for represent-


at ion and


accomplishment of such work goes


some way


to recognising


the whole


person is engaged in the process of


becoming


a teacher.


The recognition within the course of what the student brings and
indeed what might stand in the way of professional development is
suggested as one important component of the course. Both the Research



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