37
have the basis for building new forms of practice and yet
on this aspect of the role appears at present to remove the possibility
of diversity. Thejresearchers comment that
the emphasis
Tutor were clearly unwilling to give up their teaching
practice responsibilities, whatever the problem they
had. The disagreed strongly with the proposition
that time spent supervising students could be put
to better use, and with the suggestion that
staff should take the
vision. (1982 P197)
If
ain responsibility for
school
super-
This view is related to assessment which was shown to be the sole
responsibility of the university. Here a matter of established
practice appears to have become a firm principle with the research
stating
that ’’Two thirds of staff believed that university tutors
should make the final assessment of Teaching Practice performance,
while taking into account the opinions of their colleagues in the
schools" (1982 P197) .
The attitudes in relation to school and teaching practice reveal
an underlying
conservatism despite recognised
and familiar
problems .
Staff reports
matched
student views
in the
reporting of distance
of schools
cost of visiting, difficulty in finding time to visit
and yet the basis for
involvement although
impossible to realise
in all cases continued
to be continuity between
subject
ethod
and
school practice.
The dislocation between what students perceive
as recommended in their PGCE courses and what they experience in
practice appears from this data to have made no inroads at the level
of professional practice. Some explanation for the particular and
focus of school-based activity may be sought
in the nature
and pressures
of the departments
themselves referred
to earlier by
Taylor and discussed in the Introduction.
The research states
It
is clear that university staff
members in departments
education were
the
best qualified and
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