246
Responsive structures
The role of the teacher tutor is examined as is that of widely experi-
enced and senior staff in initial teacher education. Emphasis is
placed upon their particular position in the school which gives them
wide access to
its organisation
and
curriculu
They have a view
which can utilise
both a wealth of personal experience of
teaching
and knowledge of
the
school’s
previous development with
formal
access to present
and future policies.
Particularly in the case
of School A the students’ access to the tutor’s knowledge is a built
in feature of the course allowing a gradual accumulation and under-
standing which can proceed at the student's own level. With contact
for the duration of the course both the visiting tutor and the school
group tutor can work with students to examine the relations between
their experience in school and their learning. Neither are straight-
forward nor predictable and require consideration of the roles of
visiting tutor and school group tutor in relation to the process
of learning from experience.
The nature of pedagogy
It is suggested that the particularity and specificity of the school
culture plays an important part in the development of the students’
professional knowledge. Ways in which this can be responded to are
considered and the relations of students and staff are referred to.
The provision and nature of practical teaching experience is examined
as is the desirability or possibility of its direction and modifi-
cation for individuals or groups of students. The adequacy of channels
of communication between the school and the Institute are stressed
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