260
that
their position as a teacher is inferior because they are women
then this
must be
confronted
in
their professional
development.
Whilst the level of awareness and activity on the issue of women
is considerable in School B
this should not imply
restricted and
local set of circumstances
rather that response
to issues varies
according to where and how
it is encountered on the ground.
The
sensitivity of
institutions
to such
issues
is not
unifor
Il
either
as they pertain
to staff and pupils or to students.
With regard
to students it requires a degree of confidence to confront
one ' s
feelings of failure as well as of success, a factor that in the
Research Group was referred to as also affecting women staff’s will-
. . . 12
ιngness to deal with the issue. For students and staff the issue
of student assessment cuts across all of this. Perhaps only when
teacher education is
seen
as committed to student self
assessment
and development will their progress be accepted as in reality it
so often is, contingent on a variety of factors which should be appre-
hended and taken into account.
b) Provision of practice
experience provided ∙
One important factor is the nature of the practical
H ere there is
confidence
devloping that comes
from
a sense
that
something can be done.
School B 2.3.82 P9∕10 ki
Hums
..... Ive actually
in a class which is
teacher or a man and
managed to o∣0<Srate best
taught mainly by a woman
a woman - you know .....
they’re actually more open
mean
is
a lot to do with the history of a class having
had a woman teacher as well as that class
had for some time but you know they - the
boys had obviously got something from being
taught by a woman teacher that you know made