38
most active of all who work in the field of education
at any level and that with few exceptions they enjoy
the support of their students. (1982 Pi78)
Bearing in mind the considerable work load of PGCE staff - especially
subject method tutors the research gives an impression of what staff
would like to spend more time on (1982 Pi78).
From 8% naming careers
advice and 3θ% naming pastoral care
and marking and assessment the
research
indicates
that 8θ% mention
research and writing and 6θ%
keeping up-to-date.
Staff have the field of education in which to
keep up and as the research points out
Apart from method work, and supervising students
on Teaching Practice, nearly two-thirds of education
staff had some teaching responsibilities on the PGCE.
(1982 Pi78)
Given the move to partly or wholly integrated PGCE courses
such work may be considerable for method staff who also1 have
not only their subject loyalties but professional responsibilities
concerning the place and definition of that subject in the
non-university curriculum. These figures alongside the
evidence
the
commitment
of staff to their
own further
education suggest considerable conflict for
staff but a strong
values
of higher education
that emphasise subject,
research and writing.
There is also the plethora of advanced and
in-service work which
increasingly involves those who also have a
major role to play within the PGCE. It is likely that within
university
departments and
institutes the PGCE is conducted within
a unique and potentially valuable constellation of professional work
of many kinds.
Such participation may well influence the role of
PGCE tutors at the levels of practice and definition of their PGCE
work. It may
increasingly leave too little time for its change and
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