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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