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studies or whatever the
particular institutіоа&Л combination
of offerings is at PGCE level. Rather it means that the tutor must
be prepared to consider the relevance of all the elements of the
course for the particular student and the group of which they are
part.
Ideally this is a
two way process with the school group able
to adapt to developments
in various areas of its members' work and
able to influence that work through its experience and needs. In
the research the school group as the forum has been focused upon
but insofar as those staff and students are involved in other areas
of the course changes in these are likely to follow. In the Research
Group it was suggested that once membership of school
spread through a particular subject method department
groups is wide-
then its courses
undergo change .
In important senses the tutor’s role is wide ranging and brings with
it negotiations with colleagues and initiatives for changes that
are quite
distinct from the more familiar practice of demarcation
of courses and of responsibility. The barriers which exist in those
practices are both institutional and personal for ’expertise’ and
’strength’ are seen to grow out of long service and experience within
those division that now need to be crossed. Taylor (19δ3) delineates
the problems but once recognised there is no inherent reason why
new and necessary forms of expertise and strength cannot be developed
alongside those which already exist. Once developed they may serve
other of the Institution’s critical purposes and ways of working
particularly the nature and organisation of advanced and in-service
courses for teachers. If partnership is to be made meaningful in
teacher education then it must permeate professional thinking and
practice at all levels.