The name is absent

25

of student competence as against the equally important and distinct
task of defining long term aims and developing a clarity about the
student’s stance as a teacher. This requires the development of
a reflective practice and this was basic to the Alternative Course.

The Alternative Course had the advantage of being developed without
the formidable pressures and constraints that face teacher educators
today. The most singular of these advantages was time to propose,

to develop and to reflect, in other words, to be involved in change
as an organic and long term process. At no time was the course or
its participants under pressure to go too far, too fast or in

in. The problems that faced the course too frequently came from

opposing pressures to remain where they were

upon it has the advantage of showing clearly where the boundaries

lie and how they constitute structural sources of opposition. And

educators themselves are those more intangible but equally real

sources of opposition and resistance that exist within the professional

knowledge and practices of teacher educators themselves. The

professional knowledge and personal practice of teacher educators

the dual focus of this thesis and in presenting the conclusions

same question that was put at the beginning

the Alternative Course and that hopefully will continue to inform

1975)

<<   22   23   24   25   26   27   28   >>

More intriguing information