The name is absent

not begin from the development

of new syllabus for the PGCE course

rather with consideration of its location and its ways of working.

The present diversity of content reported by Patrick et al (1982)
reflects the diversity of institutions involved in teacher training,
the subject method courses they offer and their staffing. In Chapter
One it was suggested that such diversity should be recognised and
perhaps extended taking account of such features as student populatior

and characteristics of the local community and schools. As a feature
of PGCE organisation diversity could constitute a strength which
is not indicated by the uniformity of the recommended criteria (DES
3/85). Alternative Course development involved considerations of
structure, integration and cohesion and saw them as prior to the
selection of content. The focus now turns to the practice of this
in the course itself.

the value of what the students experience

for themselves in their learning. This is not to make an a priori

split between what happens in school and what happens in the training

The Leicester Research raised doubts about the capacity

to supervision developed and reported by Stones (19δ⅛) suggests the

rich possibilities that are

afforded to tutors and to students wheι

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