The name is absent

time this has been a critical if unanticipated dimension of the

Alternative Course.

As the students on the course appeared

froι

its early days to be

qualitat ively

different from those of their

previous experiences so

its staff were similarly liable to be affected.

University tutors and teacher tutors like any learners exposed to

new sets of critical circumstances
and conceptions into their way of
they themselves are no longer as

, incorporate new skills, attitudes
seeing_β^and fail to apprehend that
they were. Philida Salmon (i98θ)

puts

the

emphasis

on this

process

of becoming and its

portance

in the growth and development of personality. In the following comment

she expresses the

relationship between personal changes and knowledge.

..... the personal nature of knowledge is its most
fundamental aspect. What one knows, in a final sense,
one knows about oneself. Who one is, is inextricably
bound up with who one is known to be. Still other
features of the personal nature of knowing are the
facts that people learn through relationships with
other people, that knowledge is never independent
of personal meanings and values, and that it is embedded
in social structures and groupings. (1980 P5)

This is perhaps nowhere more

true than in its reference to professional

knowledge which is necessarily generated from within and with

reference to particular patterns of organisation and of practice.

Working within the different structures both in schools and in the

training institutions developed by the Alternative Course has neces-

sitated change

in the professional practice of university

school

group tutors.

The research has suggested that far reaching changes

are required in their roles and

has indicated that resistances and

blocks to further progress might

be seen as both personal and insti-

tutional matters.

Whilst it is possible to draw out dimensions of changes and point

to sources of resistance it

is also

important to look back to the

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