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
Il
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
be
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.
In
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
. 20
territory .
For new staff
or
for experienced staff working in
unfamiliar areas
is also
sometimes the case. For staff, deve-
loping over
new ways of
working in relation to experience in
context which
emergence rather than the programming
of content. much
remains both
concerns that there should not
gaps in students’ professional
knowledge.
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