The name is absent

348

school or decisions about future jobs but work with the Research

students were shown attempting to work with personal responses but
it was suggested that other priorities and indeed other modes of
working tended to pull away. Sheer time and the acceptance of fixed

possibility of smooth progression. Achieving a reflective stance,

working with awareness of one’s changes and directions often seemed

to be achieved in spite of rather than because of the year’s accommo-

dations. Time and organisation are not the only constraining feat-
ures though, for just as staff might find it difficult to respond
to the student’s personal dilemmas or sheer lack of experience so
there is little formal support in the theory and practice of teacher
education which sets a value on the necessity of such work.

upon the need for change in the practices of supervision he points

to an area of work in teacher education which is generally seen as

the personal and social contexts within which supervision occurs.
His account of his practices makes it quite clear that for students
to change their views and their performances of teaching, their own

past personal and educational experience must be confronted. What

he fails to explore is the significance of this for the structures

within the training institution and their relationship with the

schools .

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