The name is absent

When we began the Alternative Course we were well
aware of the ’theoretical’ strengths of the Institute.

We were equally and more painfully aware that in

the so-called disciplines or subject method depart-
ments, did not guarantee their productive relation
with practice - and this we felt to be equally the
case applied to ourselves, our students, or schools
more generally. (Jones 1981 P21)

Staff were familiar with the departmentally patterned response

students developed both to theory and to practical experience. It

extent to which they themselves worked within the patterning of these

contributes both to the nature and to the style of the accommodations

and that they become an expected feature of its reality. The research

on the Alternative Course pointed to the persistence of this feature

particularly in the subject method work. But the school group itself

differences between them, their ideas and their institutions.

between the schools and the Institute” (Jones 1981 P6) but from

and whilst a most undesirable fact of life for

teacher education, this is a mixed blessing for any

are probably as common as is ready acceptance of
co-partnership in an ongoing enterprise. The

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