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329

subject or indeed specific curricular interest became apparent.for too
close an identification of the group with an interest or area could
preclude involvement in other areas that might be of particular
concern. The school group is concerned widely with the school and

although


members


see themselves as potential teachers of parti-


cular subjects there


is aι underlying assumption that this involves

broader explorations and considerations. The student teacher requires

a view of the whole school within which to establish his or her own

place and the teacher tutor can contribute to the development of

this in away which is


much more difficult and


perhaps


impossible for


the university tutor alone.

Relationshipof roles of university and teacher tutor

It is essential in moving to partnership to be clear about the rela-

tionship and distinct roles of the university and teacher tutor

otherwise the notion of partnership may slip into excessive concen

tration or duplication of effort.


The school group tutor knows the


school group and the variety of settings which inform its work.

In the initial phases of a group’s contact with the school he or
she is unlikely to be familiar with the range of subject departments

and other areas


of practice and development in the school which may

be the concern of the group.


The teacher tutor may not have total

knowledge


indeed


who within a school might have


but they have a


working knowledge


over time which provides much more than a map of


the territory.


This raises a question about the position and status


of the teacher tutor in the


school for it is obviously the case that


the Head


Deputies and staff of considerable experience and seniority


are in a unique position to ’know’ their schools. But their knowledge




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