The name is absent

336

New structures do not automatically bring with them appropriate forms
of pedagogy. Change to be effective has to proceed in both areas.

Personal encounters and experiences in the Institute
__

The importance of the encounter between tutor and student is the
focus of Stone’s work (1984) which he emphasises as a ’counselling
and pedagogical approach'. John Newick (1983) focuses upon the range
of tutor-student encounters when he argues that

The student who is preparing to teach should be
required to look analytically and evaluatively at
the tutor-student encounter and to relate teaching
and learning in an organic continuum: he needs to
relate his learning and the tutor’s teaching to the
quality, character and procedures of the teaching
context in which his learning (or failure to learn)
takes place.

In his article Newick concentrates upon a relationship which has

been seen as pivotal for PGCE practice and rightly so. Like Stones

he is clearly aware that what he recommends is far from normal prac-

tice in teacher education. That its absence is generally the case

formidable barriers to change that exist within the conceptions

the relationship in which learning takes place is fundamental.

.....knowledge is imparted through communication;

that the other person can understand and make use

of vrtιat is being said. When this sense is absent,
what is ostensibly being offered is unlikely to

be assimilated .....

Relationships that are (purely) authoritarian, which
allow no mutuality of purpose, are generally inef-
to take place. Those that acknowledge the parti-

cular reality of the learner, and which endorse
his/her potential competence are characteristically
faci Iitating (1980 P14∕15).

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