The name is absent

48

to assume that where the labour market permits the young teacher's
own school experience still exerts a strong influence upon choice
of course and choice of job. What is implied in these findings is
how little effect the PGCE itself has in crucial professional deci-
sions. There is no indication that the courses themselves are
receptive to these factors that precede the student's entry to the
course and yet may critically effect its outcome. Thus a major
source for diversity goes, as it were, unnoticed in the education
of young teachers.

If the personal and educational development of young teachers was
seen as central to the PGCE years then the pedagogy would have to
be very different from that discussed above. Method tutors' super-
visory work with students with its continuity throughout the year
often including selection prior to the course appeared to make
alternative formulations of process possible. Tutors emphasised
personal knowledge and contact as basic for their professional work

of help, placement and assessment but the latter gave rise to conflict

impeding other aspects of the work such as help and guidance. Ideas

implied and yet the researchers reserve the idea of a 'very time

consuming' (1982 P188) pastoral role for those students for whom

the PGCE could be traumatic. However the work of Lacey (1977) suggests

be in degree traumatic for all students which implies that such work

in initial teacher education finds no place.

dererence to courses which emphksisS practical skills and content

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