69
that states that their courses
..... are already seen very differently by the broad
streams of ’radical' and 'professionally committed*
students. (1973 Ch4 P8)
The seeming opposition here of the two forms raised questions of
the extent to which and the method by which the two forms of commit-
ment may be made part of a professional consciousness which is
appropriate to the schools into which young teachers will move at
the end of their courses. Vital questions of change and continuity
within the profession are raised which potentially at least are
within the control of teacher education. This underlines the need
for the debate about the form and content of teacher education to
be more widespread throughout the profession.
Role Conflict in PGCE Population
The institutional
factors combining to produce the effects reported
above critically influenced another section of the research in an
unexpected fashion. This is the study of role conflict where the
conclusion was that ’’the difference between old and new universities
remain the
proper finding of the report”.
(1983 Ch4 P5∕6)
It was in the older universities that ”a significantly
greater
decrease in role conflict ” (1983 Ch5 P62) was found.
This was
explained by the likelihood that students there were
’’directly taught
or
somehow
absorb values and standards that are continuous with
the schools
whilst in the newer universities
they are different”.
(1973 Ch5 P61)
Decrease in role conflict was however seen as a
measure of one aiι
Il
of the course ie to produce a harmonious relation-