The name is absent

323

students who themselves have

not experienced

a variety of ways in which groups can be organised and the conse-
sequences of such organisation will become convinced and knowledge-

able practitioners

and this opportunity should be offered

within the PGCE.

Responsiveness of structure to PGCE course

At the beginning of this section responsiveness to the generality
of PGCE was stated as a necessity and this requires further explan-
ation. If it is accepted that subject method departments like their

counterparts in schools

in their practices every bit as *theore-

as foundation departments within the training Institute then

the theory of education cannot be seen as the prerogative of parti-

cular groups of foundation disciplines or courses. A joint commitment

to conventionally separate areas of work is required. Staff need

to be constantly aware that their separation is an institutional

if honoured construction that may change like other educational

and social constructions.

However

they may

constitute formidable

obstacles for new ways of

working

whilst

they remain

separate .

This

cular course but