296
These
observations
of experience were the outcome
_ zher own . ,
of / increasingly
informed, focussed and aware teaching.
The
problems that the parti-
cular students
work on here were
indicated very early in the year
and required a
combination of both
theoretical and practical experi-
ence to address them appropriately.
The examples which the students
give are in direct response to the previous presentation. Indeed
the depth of concentration and the location of specific events within
a broader framework appeared to be elicited by both the theme of the
paper and the concentrated attention which was given to its delivery.
theoretical perspectives
themselves
became meaningful
to members of the group because they have been vital for the work
of one of its members.
These elements of synthesis, application and
willingness to learn from others should
not be underestimated for
they are regular features of the way of working both between tutors
and students and between fellow students.
Essential to it is a
personal knowledge and trust which is the result of a variety
of
shared experiences over and through the life of the course.
Professional knowledge
The discussion continues and provides
experience
around which the professional
dialogue takes place and suggests that
students as practitioners now have a wide knowledge and concern with
the affairs of the school.
School A 7.5.82 P23∕li P2⅜ lii, Iiii P2⅛∕5 Iiv
SSl
and if you don't believe in trainers
as an
on in
issue I think the detail of what goes
the staffroom reflects
that
of
the teachers
if they were
don't really
to face what
believe in it but
it meant it would
too difficult and that would be my
sort of assumption because they hate it -
yet they keep it up and ties and whatever