The name is absent

87

to important

dimensions along

which courses which may be described

as 'school-based

may

differ.

Differences of organisation, focus

and

assessment

be expected and related to the diversity of PGCE

courses empfe)⅛sised by Patrick (1982) discussed in Chapter One.

There

it was argued that the differences were not of underlying and criti-

cal elements of approach that constitute distinct models of profes-

sional socialisation. Here the underlying model is the focus for
it will be argued that radical shifts in the practice of teacher
education and in theoretical paradigm which surrounds it are neces-

sitated by a commitment to partnership.

Without such shifts teacher

education and schools may embrace a rhetoric of partnership which
will be predicated upon continuation and extensions of forms of
practice that may themselves subvert the real possibilities for

change that presently exist.

Emphasis will be

placed upon the process of change in teacher educa-

tion for unlike most university courses where

change is constituted

by modification

in syllabus^here it involves distinct institutions,

and relationships within and between them.

Changes are not only

structural and organisational, for intimately related to these are

personal and professional orientations that

may

be more

difficult

to achieve

and

aintain

and which ultimately will be critical in