be most in evidence.
45
At the same time the location of the groups in
school could also be reflected in the research.
This provides an example
of what Parlett and Hamilton refer to as ’progressive focusing' and was the
result о
detailed familiarity with the views of participants obtained at
the first stage.
It was the analysis of the Research Group that gave rise to the selection
of key features of the innovation for further study (see Ch. Ill p.108).
This analysis
is presented alongside the thesis to enable the reader to
judge the appropriateness of the themes selected.
Categories or themes
were
chosen
to provide critical
links between the
innovation
and the
'learning milieu*
for as Parlett
and Hamilton point out
is
vital
to clarify the way in which changes in the course structure and ways of
working
affect the students' learning experience.
The 'learning experience*
is represented in the fourth theme concerned with
the nature of reflection and theorising which is examined in relation to
changes in the ’learning milieu' represented in the other themes.
At its
most general the first involved representation of the changes in the
responsiveness
and relatedness
of school and training institution.
Next
it was apparent that new forms of pedagogy were being developed which
reflected and contributed to the responsiveness of the structure and this
was taken as the second theme
the development of an active pedagogy.
Then the Research Group analysis suggested that the PGCE played only one
part in the process of teacher education and this was
third theme.
demonstrated in the