The name is absent



91

important to emphasise that such features do not necessarily remain

constant for


once


subject method


departments


regularly


commit a


group of students to the Alternative Course and their staff become


familiar with it, then this itself influences the selection and


recruitment process.


There are indications that it also affects


some students


prior selection of the course in the first place.


The extent to which


this occurs has not been measured and indeed


is difficult to estimate given the influence of other factors discus-


sed by Patrick


(1982). However


the nature of student commitment


their previous experience and background and

equally important,


their career intentions become influential in the course itself.

Teaching


in the inner city is not its exclusive focus and indeed

given the declining opportunities here for probationary teachers


Rather a willingness to accept the relevance

of such experience at this stage in one’s career is important and
has to be negotiated either at the point of entry or earlier during
selection.

Any partnership must be based upon the characteristics

and the linking of


university departments with


schools


requires


degree


about the nature and direction


of


the particular


course. This must cover the whole PGCE course


as


experience by


students rather than specific method courses within


Only if this


occurs can prospective student teachers be helped


to


make informed


professional decisions about where to undertake


their initial teacher education. An awareness of these factors has

developed in the practices of both the Sussex and Alternative Course.

They were highlighted in the Sussex research as the ”..... institu-

tional effect over and above the social climate effect” which referred



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