The name is absent



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




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