The name is absent



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



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