essentially be
330
concerned with getting things done rather thar
understanding both what is and what lay behind it which may directly
be concerns of the students. The two kinds of knowledge may no1
be incompatible and student teachers need to understand the role
and
contribution of policy
makers but to see the
school predominantly
froι
III
this perspective is
to miss the dynamics of change with its
resistances as well as its forward movement.
The research shows students working with varieties of knowledge anc
perspectives on the school often presented by school staff withir
the school-based seminar. It also emphasises the time and space
which is required for working on and with what the school itself
has to offer. It is the teacher tutor in consultation with the
university tutor and school staff who can often meet the group’s
needs from within the school, His or her working know-
ledge of the school and its staff is vital and teacher tutors
may have this from their own involvement in introducing or furthering
developments within
This may point to
the
selection of staff
in school who are concerned with changes for
the experience of fost-
ering change brings with it pressures that are
common across
institutions .
Such pressures equally concern students and here it is a eoneerɪ
with the process of change that may underlie productive working rela-
tionships between students, teacher tutor and school group tutor
One possible direction for such change has been fully documente<
by Stones (19δ⅛)∙ ɪt is clear from his account that commitment t<
quite specific change is basic to the way of working he propose»
and that the basis of the change proposed has its origins in highe:
education.
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