δ5
Fortunately perhaps change appears to develop its own logic
and
momentum and one critical development appears
to be the importance
of course members in the future design of the course.
It is not
possible to ascertain from the account given in the paper how far
various groupings of course members became active precisely because
they saw change as possible. But should this be the case the inno-
vation can be seen as important precisely because it encourages active
student participation in the planning, conduct and evaluation of
courses. These are professional
activities that should be within the
grasp of all teachers.
Staff were aware of the necessity to give
students an active role in the PGCE year and indeed did so but at
the point
of writing appeared very aware of
of their approach.
This is understandable for their practice was now moving beyond what
was originally a part of the innovation and even further away from
established PGCE practice. In so doing it may have been laying the
basis
for a practice that moves
beyond the isolation of the PGCE link-
ing pre-PGCE experience with initial course experience
connecting
this to later in-service needs.
This is
linked with a development of the course that emphasised the
student
as a partner in the assessment
process. The assessment became
minimal
and located within the school which appears to allow for new
roles
to develop that were
formally
constrained by
the centrality
of assessment.
The move to giving students
more
active role
in
their own professional education was paralleled by that given to
teacher-tutors in the school.
The paper points quite clearly to the
Individuals given new
unanticipated consequences of such changes.
responsibilities develop new skills
and ways of working and this leads
to changes in attitude to both old
and new areas of expertise (Lacey
and Lamont 197δ P27)∙