The name is absent

42

experience a situation where the tutor decided most, in another

department the proportion reached 91% (1982 P108). Given that method
departments on the whole are staffed so as to give tutors contact

with students who they supervise on teaching practice and know well
such proportions are surprising. They indicate a pedagogy continuous
with that of the undergraduate experience, one which does not see

or her own professional education (Ruddock 1978).

The situation is the same outside the method area where they comment

The non-method courses were taught in a variety of
ways but it is clear that the lecture method still
predominated, though it was frequently supported
by seminars or tutorials. (1982 P117)

When this fact is added to findings on course structure the pattern
is of 'general education courses' typically integrated through ’topics,
issues and themes' but having no apparent structural connection with
practice and with schools or with the concerns of method departments.

Nature of School Experience

If active encounters are not basic for the experience of PGCE in
the departments then equally neither are those that occur in school.
The research reports that 28.6% of students taught subjects for which
they did not see themselves as equipped (Table 4.23 P75). This
unfortunate experience is spread relatively evenly throughout depart-

ments but unevenly as to subjects with 54.9% social scientists, 50.5%

a mismatch (Table 4.24 P ). The research points out

<<   39   40   41   42   43   44   45   >>

More intriguing information