353
work which also serve a formal
and external assessment have their
limits. This is not to argue against written work but to propose
that it should have a place alongside other forms of work that cont-
ribute to and represent the students
achievements
throughout the
year.
The research and observations of the work of the Alternative Course
over time
suggests
that writing has a critical part to play both
in the students
theorising and in the development and reflection
on their practice.
It is through a variety of forms of writing and
sometimes
other
forms
of representation - video or photographs for
example, that students clarify for themselves as well as for others
their own directions, their strengths and weaknesses. Whilst able
to inform others the writing essentially becomes a part of the self
and it may be this aspect of the Alternative Course work’s accomp-
which
made the Report so satisfying an accomplishment for
many students.
There are some PGCE students for whom writing in the personal, analy-
discursive
seemingly required by the tasks they are
retreat to accustomed
forms like the university essay for some but
for others
this does
not exist and for many this only perpetuates
a form of
contact with theory that in
the new context
not be
illuminating. The research suggested that the ways of working that
were
established and the requirements
of coursework impinged quite
differently on different students. For some learning to take part
in discussion and to find this productive was a major task. For
some commitment required by keeping a diary was inappropriate whilst
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