238
М2 shows that the model of teaching and learning and the practice
are the outcoπιe of patterns of relationships developed over time
and this is complex.
is only the students themselves who
can decide how to shape their own practice in the light of all of
this .
Such shaping is a continuous process and it involves
the
eschewing of readily available solutions.
School B 29.1.82 Pll bi
М2
..... It’s very tempting to go in there and
pretend that I’m a bit aloof so that you
can get yourself established in the first
place. I’m not advocating that whatsoever
but I can see how it would be quite a common
reaction.
This is not easy and the pressure from many staff, pupils and sometimes
other students moves towards traditional solutions. Acceptance of
such solutions may be observed in the organisation of course content
for in education courses classroom control frequently
appears early
as if its
practical
accomplishment
by students is a realistic basic
initial requirement.
The tutor’s
concern in this process is making
available alternative perspectives
and supporting students while
they explore and experiment. Here the hidden curriculum of the course
may be at
its most apparent for if the students see staff practices
as contradicting theories and practices they purport to hold then
credibility is severely taxed. In the Research Group this was offered
as an explanation for student rejections of parts of the main PGCE
course. The collision was not over content and issues but approaches
and pedagogy.27 The next extracts show both tutor and student talking
about their engagement with the literature under discussion.