The name is absent

the following are indicative.

The 46θ students in the sub-sample appeared to have
done an average of just over three essays each related
to non-method work while on their PGCE courses,
but they seemed to have had much less experience
of giving papers or talks. Only about a third claimed
to have undertaken this activity .....when dissert-

ations or extended essays are considered the
proportions were reversed. About a third of students
were not required by their departments to undertake
that kind of exercises. (1982 P120)

Despite diversity the impression is of the continuity with under-
graduate modes of teaching, learning and assessment where what the
student has to contribute, the sense he or she makes of what they
are taught, and the professional and personal need for students
to illuminate practice with theory are notably absent. Within what

appears as a prevalent and pervasive inadequacy the students tended

’to place low value on what they have little interest in or experience
of” (P124). That this is critically related to their total experience

of the course is indicated in the following comments.

Students at institution 5 spent least time attending
their courses (on education theory) and came second

lowest in terms of length of time spent preparing
for them, yet half the students at this institution
said that too much time was spent on educational

theory - a sentiment influenced by the views of
one set of particular subject specialists .....

The course at institution 7 superficially at least

course and additional optional courses) yet students

Where the emphasis in PGCE courses moves away from theory the value
placed on what theory remains appears to decrease. Areas that may
be deemed professionally essential as, for example, politics and
education, may be taught by few departments (Table 6.1 P118) or
students.

whilst being taught by many singularly fail to influence/ The

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