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The research showed many times that the individual student’s experi-
ences were paramount and that they were unpredictable and therefore
difficult to anticipate. Over time such experiences may demonstrate
common features and regularity but the timing and specific nature
of the experience is subject to considerable variation. It is this
Vciriation
that
advance planning of
experience related’ courses
so difficult unless they begin from structural and personal relation-
ships to experience confident
that over time the experiential base
will be sufficiently broad. Equally the practitioner has to be aware
that whilst meaningful experience may cover a range of theoretical
and practical work it is timing and appropriateness which is all
important. This requires a sensitivity to group and individual
pursuits and needs which itself must be rigorous and disciplined.
The research gave examples
of this in the Alternative Course practice
where personal experience was worked upon in the group or in indiv-
idual relationships with tutors providing for work that was both
penetrating and broadly based.
is difficult to demonstrate the
process by which the student's knowledge focuses, deepens and applies
itself in professional practices and intentions. The research tried
to give some indication of this without going into detailed individual
and group case studies which would involve detailed analysis of
written course work and Iongitudenal observation of students’ work
in a variety of settings within the PGCE year and beyond.
Encounters with the school
The Alternative Course tries to exert a degree of influence and some-
times control over the encounters of students in school rather than