The name is absent

84

knowledge .

developing professional self

as well as of the individual children

who the student works with in classrooms.

It is against this back-

ground that understanding ones subject

evaluating the latest teaching

methods and

becoming familiar

with the day-to-day

running of schools

should take place.

the end of

their course

see as

important but which too frequently

are presented as separate elements linked neither amongst themselves,

with the school, nor within an overall awareness of their relationship

to the students.

The research recommendations on the future role

of the university

tutor appear to miss out ways of working in these

areas .

Subsequent developments of the course, however, reported in

the Sussex University Occasional Paper (Lacey and Lamont 1978) suggest

that

the university seminars themselves could bear upon action taken

by the students within the schools.

This is the beginning of the

exploration of the possibility of a theoretically

informed practice

which has to be located within the pattern of relationships estab-

lished by the course.

Throughout the course this relational element

had been seen as critical

posing a challenge to the conventions of

course planning. They emphasise how far such conventions influenced
the selection and organisation of content leading to a narrow focus
on ’what’ or 'how' to cover the areas of technical knowledge seen
as appropriate to initial training courses. After the period of the
research Lacey and Lamont (1978) report how official requests for

reviews of provision in initial teacher

education once more pulled

them towards the established conventions of course planning and

presentation.