The name is absent

90

them being the streng th and persistance of what Lacey called the

subject sub culture. The mode of course organisation with its strong

the influence of different interpretations of school experience and
regularly constituted a secure home base from which to view, often

critically, what for other students were taken for granted realities.

cipation of the Social Studies group> for the English group factors
which pertained to the desirability of developing particular ways
of working with schools were undoubtedly influential. (See Burgess
1975) ɪn the early years of the Alternative Course its popu-

lation comprised the Social Studies students and a group of English

students. For the English students there was, from the beginning,

the possibility of choosing the Alternative Course with its emphasis

on inner city schools, continuity of contact with the school and
its commitment to a change in the PGCE. Not surprisingly from the
beginning there was a substantial degree of 'radical' commitment

from mature students who tended to value experience highly. The

extension of the course later to include Mathematics students (1979)

and the necessity for their professional development thorughout the

year. So . in i98l staff were reported as seeing one advantage of
the course as its capacity to be ‘'responsive to students' abilities,

Undoubtedly this feature had emerged in response to staff's experience
of working with students who displayed socially patterned regular-
ities that could be anticipated and thus responded to. It is

<<   88   89   90   91   92   93   94   >>

More intriguing information