The name is absent

teachers as young professionals to find their own voice.

the PGCE allows entry to the professional community, that so few
have participated in discussions led by outside speakers, presumably
including practising professionals, is disturbing. The research

the place of such activities which may be seen

as important preparatory activities for students about to enter the
teaching professionviz 53.5% of students report that they have

regular experience of teaching tips from their tutors, 68.9% report

regular experience of tutor led discussion and 39.9% report experience

but teaching tips abstracted from the concrete situation may offer

little to the student beside the sense that someone else has a recipe

to avoid disaster that the student does not possess. Tutor led

discussion is likely to have been PGCE students’ familiar diet as

development of a personal professional stance which selects

problems with the support and guidance of experts

in the field.

The researchers point to diversity with divergence here between
subjects and within subjects when there are different tutors. They

comment

Overall, however, these data do suggest a range of
diversity and a degree of variation in practice which
might require further comment, particularly in the
light of other tangential supporting evidence for
this diversity. (1982 P108)

Difference exists between departments concerning student participation
in decisions about topics to be discussed ”in one department 50%

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