The name is absent

81

This did not appear to happen, rather there was a see-saw movement
with aspects of the supervisory role moving from the university to

the teacħer-tu t or s. The teacher-tutors, it could be argued, were simply

sion and of considerable differences in practice.

'in keeping with the devolved responsibility

in training' and therefore relying to a large extent on teacher-
tutors' assessment of the student's teaching ability appears to have
had an important influence. Tutors from the university whilst
consequently freed from classroom observation of students for assess-

ment purposes experienced difficulty in developing a new role and

for some, school visits received low priority. Tutors found them-

selves tugged by the dual commitments that the nature of their

teacher-tutors could be seen to be carrying out a role that tradition-

ally was central to initial teacher education. It is essential to
be aware in looking at these findings that the research coincided
with the beginning of the new course - with developments and consolid-

It is likely that confusion existed both

in conception and in practice and, moreover, that, at this stage,

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