The name is absent

74

Thus the picture emerges that attitudes and behaviours are formed
during the PGCE year in contexts over which the Course as such exerts
differential amounts of control. To a degree what occurs may be
accounted for by the sub-cultures in which students participate
and if this is the case then practitioners need to be aware of what
is happening, in what ways and how far this is congruent with or
acceptable within their own overall scheme of teacher education.

Development of Social Strategies in the PGCE

Becker, whose work was important for Lacey, emphasised social strategy

as the crucial link between student sub-culture and teacher behaviour
(Becker et al 1961). It was through interaction over time that
groups of students with 'common purposes' produced a set of strategies
that 'acquire a common element'. It is this social strategy repeat-
edly applied that leads to the development of the subject perspective

that, broadened and developed, produces a sub-culture.

effect changes deep within the personality structure
of the individual and are responsible for the richness,

complexity, and uniqueness of
(Cħ7 P10∕ll)

operate to fashion and to limit the range of response and behaviour.

the PGCE as only one part of the process

to involve itself in the past experiences of students

and to see such experiences as central to the construction of the

prof essional self which is the purpose of PGCE.

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