The name is absent

observations in the school and insofar as this calls for a

that teachers are often involved in.

ationary teacher support programmes and yet it is not easy. To be

shown the value of the enterprise and given experience of its practice.

Not all established staff have this and traditions of English edu-
cation emphasising the autonomy of the teacher behind closed doors

do little to further it. It is in its engagement with and its defini-

tion of professional knowledge and what it is for

the young teacher’s work in the classroom and also to the wider cont-

ribution that he or she can make in the school.

In these extracts it is both tutors and students who are concerned

with understanding and with constructing professional knowledge.

Whilst the tutors’ awareness both of educational literature and

of the practical contexts in which it is being used is important,

their task here is not simply one of transmission but more importantly

of enabling students to develop their knowledge both of theory and

of practice and to conduct their own explorations of the interrela-

tionship .

The emphasis is upon the student’s work and debate and discussion

is one element of this. Course work enables students to reconsider

and present their positions which under 1ines the necessity for such

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