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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