The name is absent



84


knowledge .


Further it should be grounded

in an understanding of the

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.


These are all activities which the students at

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.




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