The name is absent

32

pattern which accounted for over two thirds of

depart

ents

in the

an

extremely

universities ,

high proportion of

81.2% do undertake

teaching in comprehensive schools.

PGCE students in
part of their
(1982  P42)

When

they examined those students whose teaching practice reflected

their educational background they concluded

There is a suggestion in the data that there was
a disproportionately high number of language students
whose experience was confined only to independent
schools, of scientists who had undertaken teaching
practice exclusively in grammar schools and of social
scientists who had been only to colleges of further
or higher education. (1982 P42)

This

suggests that to some extent enclosed routes exist within the

PGCE which may not be explained by the explicit professional

direction of the course.

Whilst comprehensive school experience is to a large extent
unavoidable for teaching practice the experiences of inner city
Comprehensives is a different matter. They report the decline in

proportions of students making a positive

of inner

the place to

their teaching career, 70.7% willing at the

and

at the end 46.2% with

scientists and

students

more

likely to be

than science, language

and PE

students .

(1982 P155) Few students

themselves are likely

attended

inner city comprehensive schools

factor which

might

influence