The name is absent

P48). And further that

..... there will be considerable social pressure
on the student with different norms to modify his
own attitudes and behaviour until they are acceptable
to the school. (Ch6 P48)

school as individuals or even in two’s

scheme it would seem that this social pressure can

the teacher-tutors might have provided a structural

base for consideration of such pressures but this seems not to have
occurred. Although the seminars were seen as important by the Sussex
students they appeared to be relatively self-contained appearing

neither to influence collaborative endeavours in the school nor to

affect the university based part of the course. They report that

the spontaneity of many of the discussions meant

that practical day-to-day matters were most commonly
discussed, rather than more theoretical issues.

In many cases teacher-tutors reported that they did
not know what the university tutors or, in some cases,

their own general tutors, were discussing and were,
therefore unable to plan their work around this

This lack of knowledge reinforced the

topics of day-to-day concern.

(Ch2 P18)

Role of Teacher-tutor .

It is fortunate given present pressure in teacher education that
the Research was able to focus upon the characteristics of teacher-
tutors who had been given very specific roles within the teacher
training process. They summarise their findings here through Ideal
types seen as ’’conceptual extremes towards which ’real’ tutors may
tend” (Ch6 P4). The differentiation of teacher-tutors as Integrators,
Allocators and Assessors has implications for the students' experience

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