The name is absent

35

not to have covered the preparation of pupils for examinations but
almost one third claim not to have considered the teaching of children
of below average ability and 44% to have no experience of project
work (Table 5-Ю P91). Whilst specific preparation of pupils for
examinations may not be seen as an appropriate teaching practice
experience for a student 77% claimed experience of mixed ability
classes which presumably contained children of below average ability
and over 69% taught pupils who were being prepared for O-Ievels and
CSE (Table 4.2   P75)∙ Thirty-four percent claimed that the use of

'prepared school materials* was not covered. Even given the possibi-
lity of a margin of error in the data these findings demonstrate
a mismatch between school experience and requirements in that area

Roles of University and Teacher Tutors

Almost 85% of students are allocated to a teacher tutor in school
for at least one teaching practice (1982 Piv). The nature of this
allocation conceals an enormous variety of arrangements and practices.

to emphasise the value of a consistent,
experience of students and experienced

a basic element in the definition of the role of the university tutor.
This is the importance attributed to observation seen as integral
to the process of assessment. The uniformity is underlined by the
fact that the university staff who have the greatest contact with
students are specialist subject method tutors. Their attention in
the task of observation is suggested in the following comment.

It is an expectation that when students are on teaching
practice they will be observed in the act of teaching

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