The name is absent



92

to the effect of the totality of the course upon the students’ atti-
tudes to education. The "Sussex teaching scheme produces changes
in the attitudes to education of the student cohort which are consist-

ently different



those produced by the universities most similar


to Sussex" (1973 Ch4 P68).


These attitudes were associated with gains in ’Radicalism


as well


as the


development


of


autonomy and discernment’ and involved the


students in the experience of a degree of ’role conflict' throughout
the course. Both students and staff were shown to be involved in
this process for students were able to identify differences between
their university and their teacher tutors and to perceive themselves
reacting to these differences. The organisation of the course with

its week split between


school


and university


department


and thus


its concurrent experience of theory and practice meant that these
processes were continuous throughout the course.

For Alternative Course students the


situation was



Whilst


experiencing two blocks of teaching
day a week in school throughout the
the organisation of the course which


practice they also spend one
year. This was an aspect of
was central to its aims stated


formally in 197⅛


(Jones i98l P6).   They included ’to find means of


developing theory


from systematic reflection upon shared practice’.


The school-based


day for each school group of Alternative Course


students included



sei


inar


in pursuit of this aiι


Further, each


group was re-convened in the training institution later in the week.

The following comment suggests the importance staff attributed to

these ’school-based’ activities as well as their particular inter-

pretation in the Alternative Course.



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