262
This raises the question of the expectations that are heɪd of teaching
practice of
how far it should approximate the requirements that will
be
of the
probationary
teacher in terms of exposure to classes,
responsibility and so on.
Or how far it might also and properly
be related to personal and professional needs of individual
students
including to some extent the encounters that they have. In the next
extract the Deputy Head suggests that an anti-sexist education like
a multi-cultural education involves a stance which is future oriented.
School B 2.3.82 Pll
Hums
But you can use all those sorts of things
as a sort of point raiser.
D Head
That
upon
depends upon your security and also
your class’s
security - there are
some
classes where I say that battle is yet to
Il
going
to dodge it for a bit -
there are other clases where I feel completely
that they could take it on and it's going
to be worthwhile rather than antagonistic.
This attitude is difficult
for students whose beginnings in teaching
on teaching practice have a
limited future
In the following extracts
in discussing change in a
student's
teaching practice programme the
possibilities of change in
teaching practice generally are explored
directly in relation to what the school itself has to offer individual
students.
iv
Ii
School B 2.3.82 Pl⅛ Ii P16 Iii P16∕17 Iiii
D Head
Well before so far as I'm aware we haven’t
sort of drawn any kind of experience together
- but it feels that one way would always
be to work with a class that’s used to working
with
woman
that seems sensible but so
far as I know until today it's never been
said.