The name is absent



50

University (Jones, i98l) and the following extracts are taken froι

that


Report.

First, there was the monolithic character of the PGCE within the Institute
- it is as if the scale of the enterprise made change appear impossible.

The working Party on the Education Course 1972-74 expressed its concern in

the face of this situation


It


to encourage a range of alternative approaches


to Initial Training


(Jones


1981 p.5).


In their suggestions for


improvement they stated:


There may be a need to re-think what is entailed
by the conception of a ’course’ within the context


of teacher education.


In the long term we can envisage


a situation in which notions of a ’core content’


to


some degree fixed


might be subsumed within a structure


enabling a variety of possible routes which teachers in


training might choose between


In the short term


the implications of this are towards the expectation of


experiment with alternatives


(Jones i98l


p.5)


From this Report emerged two further Working Parties -
the Long Term Working Party on the future of the PGCE
and the Short Term Working Party on the Education Course.

In addition


three of its members proposed an immediate

if limited experiment and in 1974-75 the Alternative

Course began.


( Jones


1981 p.5)


Known as the Experimental Course the idea of the Core Group was
seen as the organizing framework

i) to incorporate the traditionally separated concerns
of method and education work within a single
framework;

ii) to allow for this integrated framework to be
directly linked to a student's experience in school

The


scale


of


the


enterprise


( Jones


1981 p.6)


enabled the course to be established,for


consisting of 2 method groups and 3 members of staff

it existed within the


mainstream framework of the PGCE.



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