65
on structure and process means that the practitioner has little
indication of the situations within which these responses ягіse >
are articulated and sedimented and thereby little on which to base
changed structures
which might more
closely articulate with the under-
lying processes.
A member of the Research team
Peter Hoad, makes
this point in
the discussion of his work on adjustment when he says
’’The
methods
used placed considerable
constraints on which aspects
of
the
model
could be followed up in
the empirical research.
The
model is concerned with processes
but for them to have been studied
in any
detail would have
which our research resources
could not meet" (1973 Ch6 P3)∙
The concern of the interested observer
be he or she educationist or sociologist
is not the same as that
of the committed practitioner caught up in the process of change.
For the latter the
documentation
of the cycles of
honeymoon’,
'crisis’, 'getting by' is not the excitement of the discovery of
professional 'rites of passage
but
of energies and commitments that
are available to participants in the
process of professional education.
Fortunately the preferred methodology for Lacey was that of participant
observation and this brought into focus an element that is essentially
related to structure, "the radically different preoccupations and
orientations of the different groups of students" (1973 Ch7 P5).
The segregation of the different subject groups in the PGCE population
is a basic aspect of the reality of the PGCE in universities that
was revealed in that research and was basic to the structures discus-
sed in Chapter One. As such it is an essential concern for practi-
tioners of teacher education.
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