61
within
such
climate the research findings to be discussed need
whose
seen as
the result of a
progressive and innovatory commitment
further
development now
occur
in a very different
educational climate.
Despite
this
feature of change such
as the
and
dissent
which precedes
any movement continue
to be apparent.
Once
again it
of this form of research
over
such features in its adherence to a restricted
time span. The
researchers approach an institution
in its Contempor
They are unlikely to be familiar with,or
history or indeed necessarily of its future. For
that actuality became and where it sees itself as going are as
practitioners how
important
as what presently exists
The nature of both the conflicts
and the participants is therefore of concern to them for the details
given suggest that what was represented were divergencies that have
continuously had an influence in both the theory and practice of
teacher education. The practical resolution that was adopted was
seen to contain the view "that the student should be protected from,
rather than exposed to, some of the more difficult problems in teaching
and that relations between the university and the school should be
harmonious rather than challenging” (1973 Chl P3).
This appears to be a view that underpins the practice described by
Patrick et al (19δ2) that exists generally throughout the university
sector but which is not reflected in the reality of the PGCE as
experiencedby students.
ɪn the Sussex scheme this view was associated
with the newly appointed course tutors with actual responsibility
for the conduct of the course and thereby became its policy. The
reported ’resolution’ appears premature and necessitated by the exi-
gencies
of research as much as of practice which must often contain
and work with Incompatability and conflict.