94
location of the Alternative Course in a school rather
than in individual departments makes this situation
all the more visible and relating to schools as they
are rather than as we might have them be has become
a strength of the course. (Jones 1981 P6)
Equally no partnership could persist without affording some satis-
faction to both partners and these are suggested here.
Just as with students considering courses, so for
schools the description of the Course meets that
initial
requirement
for relevance - it sounds
sensible. This is a not insignificant point, for
it is by no means clear how long initial patterns
of training should persist in operating in a mode
which seems sensible to neither of the main consumers
of that pattern - the students - nor the schools.
The Alternative Course provides the basis for a
working arrangement with schools. Charges of irrele-
vance, isolation or downright absence of interest
in
of
be
the affairs of schools may be part of the
mythology
teacher education,
part of our practice.
dismantling
needs to
(Jones 1981 P56)
area then the Alternative Course developed ways of dealing
with the role conflict and the tension indicated
Research. Indeed working with the tensions began
in the Sussex
to harness staff
and student energies
the professional learning
process. Modes
of working and patterns
of assessment became critical in enabling
this to take place.
the course
continued it became apparent that
changes throughout were essential.
For example, work needed to change
in response to school experiences
and a mode
of assessment needed
to be developed that fitted the new structures
and ways of working.
Not all students developed along radical lines
but gains in profes-
sional and personal understanding appeared to
characterise repeated
cohorts. Whilst the following comment is not presented
as typical
it points to the context in which partnership is forged
having
own requirements which in the mid ,8θ,s are distinct
from those
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