284
In the next extract the students are moving from individual possi
bilities in teaching to teamwork and co-operation with a
growing
awareness of what
this
involves .
10
School A
14.5.32 P9 gi
SS2
It shouldn’t just come back to you as an indi-
vidual .
shouldn’t
teachers
I mean that ’ s my
have to be done
argument.
by individual
..... it should be discussed within
the department .....
..... But in theory that’s what they are doing
but in practice we’re saying that it doesn’t
happen and it’s got something to do with them
sharing with each other or well,
them
feeling
themselves
individually to have that attitude
and we've got a hypothesis that some people
haven't even begun to have the attitude -
I think that’s what I wanted to say - sorry
- I’ve got there eventually - but you have
to start off with the attitude before you
can even begin to try and do it.
Without the
demonstration that personal
and professional attitudes
can be changed the inclusion of the personal might only serve to Iegi-
timate and perpetuate existing models. But the students themselves
as professionals develop
and change during the PGCE year and their
awareness and assessment
of this is centralto the process.
There
are complex issues to be
faced in the relationship of personal and
professional and they are
paralleled in the concern of the PGCE with
pupils in school. The next extract illustrates this and shows
student drawing on an observation made in the
first term, recorded
in her diary and now being picked up and related
to analyses of control
in classrooms afforded by Michael Marland and
Gerald Grace (1975). 2