88
determining the possibility and the shape of partnership. An ade-
quate time dimension is important to inaugurate, consolidate and
develop such work. The role of research is stressed for the contri-
bution which it can and should make to the whole process. Research
gives the possibility for
reflection and learning which is an essen-
tial precursor of further
development, providing
the means by which
participants can influence
the processes of which they are part.
The chapter considers the findings of the Sussex Research in an
attempt to compare and contrast two innovations in teacher education
that developed quite distinctly.
The
Sussex
preceded the
Alternative Course,beginning in the late ,6θ,s whilst the Alternative
Course began in the early ,70,s.
Now in the mid , 80 ’ s teacher
education needs
to attend to the
problems and to the possibilities
that existed in such innovations for it may be aspects of their
realities that will find a place in teacher education in the univer-
sities of the late ,8θ,s, if they accept the practice of partnership.
Lacey (19^3 ) emphasised the social and institutional patterning of
the PGCE population and this was noted nearly a decade later by
Patrick (1982).
In part
may be accounted for by
its invisi-
bility to those staff
in the
university
departments
who
select
students for the PGCE. In the institution where the Alternative
Course was developed recruitment was
and selection was the responsibility
into subject method departments
of those staff as it is in most
university
departments.
Given the
predominant
features of
PGCE
organisation outlined by Patrick et al (i982) any
particular features
of
method
groups would
be largely unavailable to other staff and
for staff in the particular departments their students constitute
the
and
the expected.
These features of what constitutes
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