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
in higher education
Parlett and
Simons
1976) draws attention to
the
formidable barriers to change that exist within the conceptions
that
presently
inf on
teacher education.
Salmon emphasises that
the relationship in which learning takes place is fundamental.
.....knowledge is imparted through communication;
and what
is
in communication is the sense
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-
fective
in
enabling
Il
eaningful personal learning
cular reality of the learner, and which endorse
his/her potential competence are characteristically
faci Iitating (1980 P14∕15).