The name is absent

335

ience of a degree of collaboration across this divide see both as

essential. The research suggests that at least in the foreseeable

future differences

eaning and of practice

will be apparent and

will have to be faced by schools and training
certainly by students.

institutions and most

This is an aspect of the tension Lacey (1977) refers to between the
institutions and it permeates most aspects of the student’s work
and was quite clear in the Research Group discussions. The split
between the school and the training institution allows for and some-
times seems to encourage, accommodation to one or the other and it
requires considerable commitment and courage for students to accept

and work with the contradictions. To point to the centrality of
active experience is to work with notions of individual resolution
and r^tf<B°nsibility. At the end of the day the student may choose
not to work with the contradictions and resolution can only be
achieved with considerable personal effort. Achieving resolution
as the research showed is long term and involves all aspects of the
course including its written work. Critically it involves all those
associated with PGCE students _z including but not exclusively school

group and teacher

tutors»in the

sometimes

uncomfortable

realisation

that their teaching does not necessarily ensure their students’

learning. It is this learning which is the central focus for the

school group tutor who, with access
to students ’ work in a variety

of contexts.can support the students

in their professional learning.

Once this is accepted the

focus of