The name is absent

For practitioners in teacher

education

important

and rightful concern.

When the pressure for re-consideration and

change is imminent as it is now this becomes central.

Change needs to be informed by the knowledge that is possessed about

the present practice of teacher education and particularly when this

derives from a practice which attempts to link schools and training

institutions. It is not enough for teacher education to uncritically

move to schools. As Reid (1984) points out

Fundamentally

there has been very little experiment-

ation with alternative teacher training models.

He cautions against the uncritical swing to more school-based PGCE

courses

..... merely to transfer the weight of initial training
from an antiquated pedagogic base to a so-called
enlightened practical school-focussed approach, as
is currently fashionable, is no answer.

What is required is careful attention to developed practice which

is both

school-focused and education centred.

Whilst the school base

is essential the PGCE must have a firm focus

and

commitment

to the

student’s future career as

a teacher.

Given

the pressures for change in schools their career

is likely to be located

in schools that are not identical with those

of the training year.

This has to be stressed for the temptation

of school-based work is

a misplaced faith in the value of immediacy

and a narrow definition