The name is absent

in the research (1982 P204) and they indicate the low priority
accorded to theory and the limited nature of its potential contribution
Aims listed were to find out what was meant by being a professional;
to consider what schools were for; to discover where the power lay
in education; to discuss the merits and demerits of alternative
policy options. Theory courses were also felt to be valuable because
they enable subject specialisms to meet students from other disciplines
in mixed seminars". (1982 Р20Д)

Theory, Reading and Reflection

students were asked to list those books they

had found interesting

and stimulating and the research comments

the students responded best to books dealing

and special education and disadvantage ..... Relatively

to have had their interest caught

by books on subjects such as the history of education,

evaluation and assessment, reading, the curriculum

of areas of interest show severe limitations espec-
alongside the prevalence of practical concerns in

subject method courses. But they do perhaps suggest that students
themselves are prepared to illuminate problematic aspects of their
practice with educational writing. What is disturbing if this is

made available. Is this a consequence of strong boundaries between

at the level of course structures and of pedagogy and it follows

at the level of assessment? Here generalisation was difficult but

<<   50   51   52   53   54   55   56   >>

More intriguing information