The name is absent

of mutuality of influence that is

so noticeably absent in much initial

teacher education a decade later.

A final reported development shows

student groups to vary the pattern of their school commitment. It
is a move such as this which begins to open up the possibility that
the requirements and practices of the school might become critical

factors in shaping the students’ course experience. The Research
itself had emphasised that distinct and recognisable groupings of
students might require different patterns of experience in and rela-

tionship with schools (1973 Ch8 P28). Here the schools themselves

were enabled to generate and work within their own priorities and

concerns. The spur to this development was the developing conception

and role of the teacher-tutor.

Since the main research year the director of the

of teaching practice towards school experience. By
involving the General Supervisory Tutor, who is usual-

to a greater extent a wider range

of activities became possible, and have developed
within the school-based part of the course. In

addition, a proposal being actively considered would
involve a university teacher in the activities of

the school for up to one day a week. It is hoped

school - university link in a way that it has been
impossible to achieve up to this point. (Ch8 P30
Note 5)

which span institutions. Moreover they should indeed

contain the message that no change or innovation can persist without

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