The name is absent

is concerned with the care, support and guidance of individual
students but which utilises for these purposes the possibilities
presented by the school group. In some ways initial teacher educ-
ation has traditionally provided support for other modes of working.

The Leicester Research made it quite clear that 'care’ and 'support'

were essential features of the subject tutor's role. If the school

Institute are to be integrated so that sense may be made of the

be shared with other Institute tutors and

school generally but it is a responsi-

that that which is common in PGCE courses.

It extends beyond the PGCE insofar as previous experience and future
plans have a rightful place in the PGCE year. New skills are
required not only in relation to students experiencing difficulties
as staff suggested in the Leicester Research (1982) but for working
with all students. The sharing of responsibility for supervision,
support and assessment with another trianing institute colleague
and with a teacher tutor in school requires quite different expect-
ations and negotiations than those required when that responsibility
pertains, as it has conventionally done in the university sector,

to one tutor.

Whilst the small group influences all of this^in itself it requires

be unfamiliar to tutors whose expertise is regarded as the transmis-

sion of knowledge. The discussion in Chapter One indicated how

widespread this practice is in teacher education suggesting how much

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