The name is absent

346

ment in the formative years of the Alternative Course, suggests∕ξfie^tpossibility of involvement in change releases energies and capacities
that otherwise remain untapped.

This is an underlying dimension of change and innovation that should
be carefully considered in teacher education. Not only might there
be benefits to students from new structures, new content and modes

assessment but equally

creating and modifying them over

Also there is the consideration that a non—continuous involvement

may

produce

a routinisation and a new

passivity when the grounds

for changes are no longer the subject of dialogue.

It is harder

to envisage ways

of accomplishing this than it is to realise its

importance for the plethora of joint planning and evaluating commit-

tees is a far cry from ensuring widespread involvement and res∣9ii*jti∣

bility.

Here again maybe new demands should be allowed to create

new forms such as those John Newick perceptively

explored when he

looked at the possibilities which are rooted in art

education (1983).

Gwyneth Dow (1979) in stressing the importance of student self assess-
ment showed that it provided both the necessity for and the focus
of debate about teacher education as well as of student performance
and development within it.

The ideas that

underlie self assessment and the dialogue that it

necessitates begin to chip away at the socialisation process of which
the PGCE can form an unquestioning part. By requiring students

to look at their own learning and development they are enabled to
examine the conditions which produced or failed to produce that

learning.

Such an enterprise entails

an awareness of past learning

whether in school, higher education or elsewhere.

Moving towards

assessment

probably critical

in involving all students in