89
a typical student in the institution would, over time, equally
affect expectations in departments of schools where students were
placed for teaching practice. Thus the participation of practising
teachers in the
selection process might itself effect little change.
The population of recruits available to any institution and depart-
ment within it shows considerable variation not only in their social
and educational background but
also in their motivations and the
nature
of their
commitment
to
teaching.
One subject method group
- Social Studies - that was a part of
the Alternative Course from
its beginning is a group that, according to Patrick et al (1982),
has particular and distinct qualities. Familiarity with such a group
over the time preceding the Alternative Course may dull one’s percep-
tions of their particularity
but teaching across a range of PGCE
courses provided a reminder.
With roughly half the intake in any
year considering
or committed to careers in Further Education
students had previous work experience, were older than other PGCE
students and showed a pattern of commitment to education as a part
of a process of social change that was of the sort typified by Lacey
et al as ’radical’ (1973) ∙ Working regularly with a population such
as this the limitations of a ’professionally’ subject-based PGCE
were repeatedly made apparent.
Their commitment
to education and
particularly to its possibilities in
a response to the physical location
the inner city may be seen as
of the particular PGCE course
but of more
significance might be
the nature and focus of an emerging
radicalisι
Il
in young teachers
in the 6θ' s (Grace 19^ff and 19δ⅛).
Forms of commitment existing
in relatively segregated circumstances
could, however
present
particular
and recurrent
problems
Il