The name is absent



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



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