The name is absent

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

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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