The name is absent



that this created for students and this is readily understandable in
training which is based on subject expertise, a factor reflected
in institutional and departmental arrangements. It underlines again
that the diversity seen by Patrick et al does not consist of an

institutional and organised response to changing and variable

conditions


in schools


and classrooms


which however may become the


career realities for substantial groups

of young teachers.


Despite the claims of the importance of practice there is no indication
that this implies or is based upon collaboration with schools. In
a sense schools as they are present problems both for staff and for
students that are not resolved by the emphasis upon the priority
of the university in, for example, selection of schools, and assess-
ment of students. Behind the hesitancy and the reluctance for

partnership shown in the research is an awareness that student teachers

need a special place in the school and one that schools with their

own


create


commitment have in the past not always found it possible
and sustain. But university departments appear to be

reluctant


to take


responsibility for this in the structure of their


relationship with


schools. Underlying this there may be a more


intangible source


dislocation


that concerns what university


departments see


as


good schools


a good education, good pupils and


good classes.


traditions


from the selective secondary


with the


grammar and the


independent schools from where


substantial numbers of their students have come and where some will

return as teachers. It may be that the maintenance of quality, the

preservation of standards, legitimate concerns of universities and

teacher education, has within


a logic of separateness that


defines the limits of partnership.



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