The name is absent



338

It is awareness and articulation that is basic to professional know-
ledge but the essential point is that this should be seen as integral
to and emanating from experience. This is why the conventional

separation of theory and practice in teacher education is so damaging
for it locates practice and experience in the school, restricting
the training institution to varieties of and interpretations of how
best to achieve theory. Certainly student encounters with aspects

of school life are


important but they are not


the only sources of


experience. Indeed for those students who reject what they find

in school they may not be accorded a high priority in terms of posi-

tive experience. The training institution in providing experiential

encounters has within limits a high

degree of control particularly


when its concern is enabling students to consider new or ’good’ forms

of practice.

The Leicester Research showed that this opportunity was little

that the predominant model of


realised in the PGCE which suggests

teacher


education


underestimates


the value


of active experiences


and encounters.


At the same time teacher education tends to accept

what happens in


school tacitly assuming that the school experiences

cannot be shaped


to meet the needs of students.


The Leicester Research


demonstrates that subject method tutors often acknowledged and under-


stood


the pressures faced by schools but that this often appeared


to be seen as grounds for acceptance of the status quo.


Thus a


weight of passivity and sometimes of rejection underpins this view


of the


school and the student may be isolated in his or her attempts


to develop a personally and professionally meaningful experience.




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