The name is absent

What must be borne in mind here is that in

discarding a spurious

technological simplification of reality and by acknowledging the

complexity of the

educational process the illuminative evaluation is

likely to increase rather than lessen the sense of uncertainty in

education”.

( p-32.)

It has been argued in the introduction and the

conclusion of the thesis

that

ore uncertainty than at present is

desirable as against the 'doctrinal assertion' that guides so many of

our efforts in teacher education.

Illuminative evaluation appeared to

∣eet both the requirements and the

ideological stance of staff offering a research mode that would serve

their needs most widely.

Prior to the establishment of the Research

Group in 1979-80 it was decided that it was vital for staff to examine

critically and reflectively the course they had built, becoming

aware

of how students saw it and what they felt were its advantages and

disadvantages.

Particularly it was seen as important as Parlett and

Hamilton indicate

to discuss what it is like to be participating in the scheme
and in addition to discern and discuss the innovation's most

significant features

recurring concomitants and critical

processes .

(Parlett and Hamilton

p.8.)

To achieve this meant the development of a mode of research which would

follow Parlett and Hamilton's injunction that each particular research

case required the application and development of its own appropriate

■ J^,r

techniques .

■|J!

In this case the writer was familiar with the innovation through her
work in developing and teaching the course but in no sense does this