The name is absent



317

to year and so might tutors and the nature of the tutor’s supervisory
role emphasises individual contact with student and classroom and
leaves little time and spells out no rationale for wider and sustained
contact with school and department. The only link between theory

and practice may be what the individual students carry

own


heads .


is then of little surprise that the lesson


becomes


the


focus and that strategies based around this


practice


are


paramount.


The priority for change has to be the structural relationship between


school and training


institution. The relationship has first to be


relatively permanent


with an investment from both sides in the pos-


sibility of building


up knowledge, skills and ways of working.


enable this to occur there should be regular contact over time between


school and training institutions as well as throughout


the PGCE year.


In place


of the solitary


apprenticeship model comes


group of


students


and a tutor who


within any year as


well as


over a number


of years


create and are


given a recognised


place in the school.


Regularity of contact is


important for


group throughout the


school year so that experience can be developed with individual and

small groups of pupils, whole classes and teachers.

courses or curriculum ideas on


a weekly basis


does place the students


to observe and


be a part of


growth, development and


change in the school.


These


processes


at the centre


the


Iearning


process and


fundamental to the nature of learning insti-


tutions.


For schools


as for any institution development


and change


are long


term goals and possibilities and the continuity


of contact


tutors with a school allows them insight into this

long term


process which may then become a part of the learning of

both tutors




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