27
time when the pressures for change were new and the consequences
were both exhilerating and exhausting. Since a dynamic within the
model comes from the school and the group within it the pressures
upon the tutors are specific and individual. This is quite different
from the planned change within department or course that are f ami liar
within the university setting. Support and dialogue with colleagues
similarly placed is important⅛ Allow ing for time to talk, plan and
evaluate
informally
is vital.
It is out of this contact that a new
notion of 'course’ emerges.
What is also important in the early stage of change is a place where
personal change and professional development can be focused upon.
Neither the Alternative Course itself nor the research enabled this
to happen for staff but the need in the early days certainly existed
and it is not one which is met by the imperatives of day to day teaching
and future planning. In any situation where personal and professional
change is an aim or a consequence there will be needs for personal
support and professional development.
The personal and professional learning of teacher educators often
seems to be unintentionally neglected and their needs are sadly
misinterpreted by notions of re-training or short, sharp immersions
in the classroom.
The university sectorjwhere
so
ιuch PGCE work
is conducted is lamentably under-resourced when it comes to the
provision of pre- and in-service education for its own staff.
Essentially provision
is required on an institutional level for this
is the focus and base for change.
Teacher educators have within
themselves the capacity
to learn and both official and institutional
concern should be with the provision of conditions in which that
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