75
Lacey emphasises varieties of strategy seeing within them a possi-
bility of power for individuals
within particular sets of social
circumstances. He observes the workings of social strategies such
as 'strategic compliance’ and 'internalised adjustment’showing
how they emerge and are sustained throughout the experiential cycle
or
spiral which he sees as a feature of becoming a teacher. From
the
honeymoon period the student emerges caught up in
the
demands
of 'the search for material*. This is followed by most with 'learning
to get by' which elicits important social strategies which are
differentiated according to institution. "The strategies typical
of the university are collectivist whilst those employed within
the school tend to be privatised" (1973 Ch7 P49). Strategies developed
within the university relating to teaching were dropped within the
harsher reality of the school.
However for Sussex students such strategies were consistently chal-
lenged by the course structure which brought university and school
temporarily close throughout the course. Whilst this led to an
increase
in the
amount
of tension experienced it was also linked
with the persistence of
the perception of differences
between the
university and the school
and they conclude
..... that there were some grounds for associating
this unusual feature of the Sussex experience with
the unusually high gains in
by Sussex students. (Ch7 P⅛9)
Radicalisi
etc made
This finding bears on the practitioner's
concern that initial teacher
education can
indeed be
than mere
training although there is
little evidence that Lacey's findings have been operationalised
in teacher education courses to any significant extent despite
his own optimism.
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