The name is absent

specificity or the origin of changes. It may be this that has enablec
the training institutes to respond to and learn from the experience
of the school.

As the year progresses the teacher tutor and other teachers develop
a working knowledge of students in the classroom and the subject
method connection becomes stronger. With a wide base from which

students evaluate their work in the classroom

changes in both are necessitated by the shifts which are proposed.

The teacher tutor is central to a pattern of work that tries to inte-
grate and provide coherence. Within the school and with reference
to coherence the teacher tutor's position is analagous to that of
the school group tutor in the training institution. He or she is
within the institution in a position to develop working relationships
with a variety of subject departments or other areas of the school
which are necessary for the student's ongoing work in the school.
In the research students often showed real anxiety faced with con-

ment. The consideration and establishment of elements of common
practice or continuities and understandings across the school is
as vital as it is within the training institution and the teacher
tutor's role is central. This conception of the teacher tutor's
role is one which moves from responsibility for specific students
within one's own subject area to one which includes increasing the
awareness of colleagues - generally in the school to the needs and

possibilities of working with student teachers. It is a wide notion

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