60
change over time
and may now be further fro
those of the sociologists
Lacey refers to than they were at that time.
The late 6θ,s and early
’70’s contained a degree
of optimism seen in this research in relation
to the possibilities of both sociology and of teacher education that
have undergone serious changes during the last decade. From the
research considered in Chapter One it is quite clear that the Sussex
experiment was not generally replicated in teacher education. The
lack of institutional commitment to the exploration of the relation-
ships of
theory and practice that
is seen there suggests that this
stage in a developing process.
The somewhat peripheral engagement of theorists of education in the
initial education of young teachers may go some way to accounting
for this state of affairs. Lacey comments on the existence of two
opposed views before the new Sussex PGCE Scheme began in the early
,70's.
One view was
that the scheme should involve schools
which were themselves in need of help and displayed
some of the more extreme problems in teaching.
Associated with this view (in the minds of the
proponents) was the idea that the scheme should
radically re-orient students and give them a view
of the world through the eyes of the pupil and the
underprivileged. (1973 Chl P16)
”At the same
This was not the view that prevailed and Lacey comments
time, the social scientists moved to having a more peripheral interest
(in the teaching of the course) and in the main research year this
disengagement was most marked
.....“(1973 Chl P15∕16).
Retreat and retrenchment may be
an affective and cognitive reality
as
much
as it is now an economic and political fact of life.
From