The name is absent

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by its students. Fourth that the school group tutor should be prepared
to work in non—specialist areas and so far as possible contribute
across the conventionally separate method and education areas of
the PGCE. Whilst this was seen as essential specialist interest^
were preserved through the tutor’s contribution to specialist method
work, discipline-based or other professional courses within the
generality of PGCE work in the Institute. Collaboration between

Alternative Course staff was obviously essential amongst themselves

to enable diverse method components to be represented in school groups

to enable elements of their courses and

close collaboration with the school made

it apparent that the establishment of teacher tutors with some

responsibility to the student group was desirable.

By themselves such practical shifts might have had limited consequences.

Here they were introduced specifically to encourage the relationship
of theory and practice, but it is proposed that without such shifts
that relationship itself cannot change. Patrick et al showed how
little structural modification has occured in the university sector
and without this recent official initiatives (Teaching Quality 1983)

may meet with well established patterns of resistance.

Pattern of School Experience

Patrick et al showed how little diversity there was amongst the
patterns of school experience (Table 4.1  P4θ). Whilst the school

experiences occupied about a third of the time of the PGCE course
its most usual form was one of two periods of block practice, a

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