The name is absent

CHAPTER ONE

This chapter explores how far the key concerns of the Alternative

Course, exemplified both in its practices and the research on it

It's emphasis isupon research carried out in the university

of Leicester and reported by Patrick

Structure and Process of Initial Teacher Education within Universities

in England and Wales (1982).

Structure of PGCE

The establishment of responsive structures was seen in the Alternative
Course as the essential first step in enabling a realistic engagement
of theory with practice. This had several immediate practical
requirements for course organisation.

First that a small number of inner city schools

as the base for teaching practice and experience throughout the year.
Second that students should be placed in school in groups throughout
the year which could then be the focus for institute and school-
based work and facilitate their integration. The pattern was one
day a week in school, in addition to two periods of block practice.
Third that the generality of PGCE work in the Institute should be
capable of being linked with the school/thus method and education
work was to be represented in the school group-which could also

by virtue of its size reflect other courses and interest shared

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