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The development of new roles within schools
the teacher-tutor and the general supervisory
tutor. Paid by the university to conduct seminars
on topics closely related to the students' teaching
and school experience.
has an important role
teaching practice.
university during the
He
The teacher-tutor also
in the assessment of
attends seminars at the
spring term.
2. The development of a new role within the univer-
sity - the Education tutor. Visits schools and
liases with the teacher-tutor about the students’
performance in the school. He runs a workshop
seminar on a teaching subject basis to which
the teacher-tutors are invited in the spring term.
He spends over half his time in the university
teaching his subject to undergraduates.
3∙ The concurrent association of teaching practice
at school and theory at the university. The
student splits each week between the two instit-
utions .
The teaching practice accounts for well over
half the total course since three out of five
days per week are spent in the school throughout
the year.
It
is
normal
for
somewhere between
a third and a half of the course to be spent
in schools.
A final implication of the year -long association
with one school is that the students’ experience
is confined to this one school. This is one
area in which the block practice
appears
more
flexible and some universities in our control
allowed
a small minority of
students to
switch schools.
(Chl P16∕17)
Whilst the first
three
aims
be
impossible
to achieve without
the
development
of new roles within schools where
students have pro-
longed contact such provisions of themselves do not ensure their
fulfillment.
For course members
such
aims
may
serve as guiding
principles in their attempts to work within new structures and sets
of relationships. Within the research model adopted they were accorded
different significance as a set of achievable outcomes.