The name is absent

It was also

that financial implications were of minimal

concern

there was a strong

’anti-alternative course* lobby who continually used the cost-factor as a

negative argument.

However in the event it was shown that the course

innovation had no adverse financial commitment although for its

establishment it required highly committed staff.

The pressure to attempt such changes involved the commitment to the

illuminative evaluation stance which led to the Research reported in the

thesis.

This provided a balance to the immediate pressures to influence

and obtain essential decisions

for it meant that staff could be involved

in the longer term work of making aspects of the innovation more generally

available.

This involved locating the innovation more widely and accepting

the interrelation of the spheres of influence.

In conclusion brief reference will be made to the third sphere of influence

and constraint which provides the wider context of practice and ideology

with reference to the PGCE.

Aspects of this are documented in Chapter I of

the thesis and reference is made to it here because the wider context and

the climate of teacher education which draw upon and reflect attitudes and

practices are an essential but hidden aspect of the political agenda

referred to here.

Not only do the attitudes and practices inform the

decision making arenas that have been referred to but they affect staff

directly and continually as they attempt to build and consolidate a practice

that at critical points contradicts the commonsense with which they are

surrounded.

A more personal view of the political is involved here but