The name is absent



328


quite beyond


the power of training institutions. The future whicl


is envisaged


is one where partnership must partake less of goodwill


and more of


statutory obligations and rights. What is referred tc


here developed from goodwill and concern but any advance


was anc


had to be predicated on the knowledge that any requests may


consti-


imposition and therefore cannot be lightly


made.


The


Leicester findings discussed in


Chapter One underline


the problem


for there despite most students


being allocated to a


teacher with


some


responsibility for


students the central


role


university tutor in the school remained unchanged. The

Sussex Scheme


despite financial provision and negotiated school and local Author-

ity arrangements still found that the part of the scheme which

anticipated teachers working alongside university tutors and students
at the training institute failed to develop. Both indicate the very
real difficulties that stand in the way of change. Within the Insti-

tute the visiting


tutor scheme pre-dated the Alternative


Course and


was located within


subject method


departments .


The tutors were chose


because of their expertise in relation to subject.

The scheme


operated and operates very differently between and even within depart

ments over time related both to the


practice in the method department


and the possibility that particular schools have to release staff

to work with students in school or in the Institute. Within the

Alternative Course once the students were regularly in school the
group required a teacher tutor who could also relatet to their non-
subject specific concerns and who could locate them more widely iɪ
the development of the school. Beginning from the appointment ol
visiting tutors who were clearly involved in the group’s non-subjec
work various forms of relationship evolved which suited the particulc
school, visiting tutor and the group. The inadequacy of the singl∣



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