The name is absent



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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