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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