327
nearer its practices are to those of the university than to those
of the enlightened school practice it so often advocates. This is
*
a serious concern, for repeatedly in the research, it was indicated
that the student’s previous experience had been very different from
that expected on the Alternative Course and some students found
real difficulties in operating and learning in small groups. And
yet personal experience of alternative modes of learning is vital
for young teachers who need to learn how to communicate and work
effectively with staff both at departmental and school level as well
as to be skilled and versatile classroom practitioners. It is likely
that it is the experiences of modes of learning that is vital for
students and for staff.
From
new modes
of learning particular forms
of knowledge will emerge with an emphasis
upon synthesis, application
and interconnection. These are not the academic nor the pedagogic
stock in trade of university tutors but they are increasingly what
they and their learners require. It may be. as Salmon saysz that
"ultimately, perhaps, we all learn and develop through experiencing
jointly with others the possibility that we could develop” (Salmon
i98θ P15). If this is so then tutors learn and develop alongside
their students as do others
involved in the partnership.
Role of the teacher tutor
A sense of development is required when the changing role of the
teacher tutor is considered. This is an area where Alternative
Course practice has been extended and is likely to change consider-
ably in the future. The extent and direction of future change des-
pite the official exhortations must however depend upon financial
provision and related organisational changes in schools which go
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