The name is absent



73

practitioner it is the potential for change which may provide the
challenge .

Whilst the subject method group is seen to be pivotal in the emergence

of a professional


ident ity


its possibilities need to



in relation to knowledge of the importance of elements within the

PGCE which Lacey refers to as sub-cultural. The idea of sub-culture

enables


links


to be made between


the


formal


and


informal


aspects


of the


initial training year as well as


to link various aspects


of the overall structures of the course.


Subject sub-culture is


shown as a pervasive reality


of teacher education which because


it has its effect in contexts which are insulated from each other

it may be rendered invisible to practitioners.

Lacey himself reported that he required considerable immersion in
the situation as a participant observer to μbecome aware of the

radically different preoccupations and orientations of the different
(subject) groups” and to become aware that this was "one of the

characteristics that most coloured their early reaction to the course”

(1973 Ch7 P9). This became effective over a whole range of structures
in which students worked aside from the subject group itself. He
mentioned the mixed (education) group noting that they were ’’gener-

ally more



and tense” than the subject group and also that


student behaviours varied between the two (1973 Ch7 P6).


For Lacey


consideration of his data produced the idea of student


composition


of the


seminar


becoming


a situational


determinant of


behaviour giving rise to distinct patterns of behaviour which were

observed in and out of seminars, in the classroom and in the staffroom.



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