The name is absent

INTRODUCTION

This thesis contains an account of an innovation in initial teacher

is consolidating its achievements as an established course

with its own identity, its own forms of organisation, pedagogy and
assessment. This course, now known as the Alternative Course, began
in the London University Institute of Education as the Experimental
Course (Jones i98l) in 1974∙ Its structure and processes, whose

ment of the practice of partnership between schools and training

institutions which are now central to official statements which
will shape and inform the future of teacher education. Whilst Teaching
Quality (1983) contains much that is both desirable and sensible
there is little as to actual possibility and to the structures and
processes through which change may occur. Nor is there focus upon
critical changes in personal and professional orientation that will

require more than public exhortation and professional acquiescence.

Recent research into the Structures and Processes of Initial Teacher

Education within universities in England and Wales by Patrick,

and Reid (i982)₇ which is discussed in Chapter One,has demon-

strated clearly that the courses they described were the outcome

of the nature of the departments themselves

The importance of institutional characteristics in shaping the
character of courses is reflected in current research into School-
Based Training in the Postgraduate Certificate in Education^ funded
by the Department of Education and Science in the University of

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