The name is absent



43


What must be borne in mind here is that in


fl


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


Il


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


Il


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

I

■ J,
r

L'


techniques .

■|J!

I

Ц


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



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