39
extension and further may lead to its containment around an
increasingly narrow focus.
The impression from the data and its discussion is at odds with the
rhetoric. Staff are under pressure in relation to the performance
of their role as university teachers and in PGCE work perform a role
which is substantially different from that of creator or transmitter
of knowledge.
Whilst they recognise that reasonably extensive personal
knowledge and contact with students is essential
consideration of
thoroughgoing re-definition of
their role more appropriate
to professional education is neglected.
The constraints of the assess-
ment role and the choice of pedagogy appear to limit more thoroughgoing
re-appraisals. The penetration of initial teacher education by
theory although held as desirable appears continually to conflict
with what are seen as short term practical exigencies requiring
essentially practical solutions.
Nature of Pedagogy
The establishment of an active pedagogy was an essential starting
point for the Alternative Course referred to in the title of a paper
which described its origins - Teacher Education - is your theory
your practice? (Burgess 1975). It was felt by the staff working
then that the overall timetable of PGCE constituted a set of bound-
aries and of limitations to practice that too often restricted
The cumulative effect
innovatory pedagogy to particular courses.
of this was
to emphasise
the
portance
teaching practice and
method work at the expense
of other essential elements.
The direct
and active nature of the
student’s involvement with school could
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