The name is absent

220

experience is not transparent rather it is there to be apprehended,
analysed and developed. Here the place of educational issues and
related literature are examined and located within the activities of
the school group and the pursuits of individual students. The issues

selected

Ulti-Cultural

education and control

- both commonly

agreed to

be a part of initial teacher education but both over time

the subject of debate.

Further consideration will be given to the

requirements

professional knowledge and the processes by which

developed.

The emphasis on professional knowledge and

the process by which it

is developed has little to do with accumu-

lation and demonstration of theoretical and educational knowledge
however elegantly this is presented or however relevant it is deemed
to be by educationists. Rather it requires students to work on theor-
etical and educational writings with awareness of the areas to which
they may be addressed and the Implicaitons of this for the self
and one’s own practice. Such ways of working do not emerge ready
made by virtue of being involved in a professional course of study.

They must be developed

as the central part of such a course.

Research Group students commented on the difference

the

perceived requirements of the Alternative Course from their previous

experiences of higher education

and often students experienced new

ways of working as something

a shock and certainly an unknown

. ²⁰territory .

For new staff

for experienced staff working in