The name is absent



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 ,,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 ,,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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