The name is absent



82

work” particularly in relation to the school-based area of the

innovation.


Whilst this is of


crucial significance it is also appar-


ent that changes of conception


and of behaviour are also essentials


otherwise the consequence of increased funding may be to support

an extension


of present practice albeit


in an apparently different


guise.


Here the


logical next development


as seen by the Research


team, was stated


in the general conclusions.


It would
test of


seem that the next


the


important


perhaps crucial


situation would be for


university staff


to involve themselves in the

school and in the class-


room .


It would be their job to test the notion that

the open collectivising, radical strategies of the
university could take root in the school and be

appropriate to the classroom and its problems. Without
this development the full implications of the school-
based method of teacher education remains untested.

(Ch8 P43∕⅛⅛)

Whilst


such involvement was


obviously intended


to prevent the two


parts of the course from becoming quite distinct

it is also apparent


that the complexity of the process of professional change is avoided

in the


simplistic


assumption


that university tutors could accomplish


far reaching change


and that this was to constitute the basic test


of the


school-based


III


ethod.


Possibilities other than this are quite


clearly suggested by


the findings that have to do with the students’


evaluation of their PGCE course.



Despite the problems in the school-based side of

the work, the research


suggested that these were less apparent to students than aspects

of the university-based part of the course.


Their


comments may be




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