The name is absent

40

make a syllabus transmitted via the lecture hall pale into insignif-

The dislocation comes at the level of experience and of

learning.

Pedagogy in University

The findings presented by Patrick et al (1982) point to a quite
different practice and suggest that structural impediments exist
within the practice of PGCE that can subvert the best intentions
of practitioners. Undoubtedly within the practices of individual
courses that make up the PGCE in a particular university alternative
pedagogies exist but it is likely that their practical consequences

are limited by the pervasiveness of the total pedagogic and organisa-

research of Patrick et al by the concentration on topics and formal
content in the description of courses. They are ubiquitous in the
conventions of course descriptions but it is likely that the 'hidden

equal if not more significance for      them     as teachers. The

research gives information on this when it deals with student

activities in method departments (5-14 P103)∙   They point to the

which is not experienced by 32.7% of students or by

which is not experienced by 40.3%. This suggests a control of

proceedings by tutors which may sort ill with the necessity for

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