351
and on the settings in which
the practice occurred and equally on
what might inform, improve
or
change either of
them. And on the
other was the theory -rich
and
from which practice
had developed in the past
and
was likely to do
so
in the future.
Texts contained analyses
of present dilemmas and
consequences
possibly Unreflective practice as well as studies of
the development
educational ideas and
institutionalisation in schools.
Alongside such
was
seemingly ever increasing
educational writing addressed
to the newcomer
or to the
problems
new forms of organisation
and curriculum.
Such work
was made
available to students to meet
the concerns that
were a part
developing practice. Theory
does not
spring
ready made
from the
practice and the tutor’s
own theoretical
and practical
concerns were
important.
What
the new
way of working
did allow was
a negotiation
about what
the
concerns
should be and how they might
be addressed
given what
was
available. Both students and tutors
have a more
the research showed when content becomes the conse-
quences
an
agenda of experiences, activities and readings that
can be planned together as the course proceeds.
It was probably the shift from the value of theory per se to the
attention
PGCE work
of theorising or reflection which was
deflected from educational theory as a
the varieties of theory had over time to
critical.
With
crucial concern of
find for themselves
a new place. With crucial changes
in the form of assessment it was
not mastery that was essential but
use and this was not limited to
practical activities of teaching.
For some students theory might
be used to shape future aspirations
in a way that bridged the Iimit-
ations of present practice. Or it might enable them to pull together