The name is absent

of the early ^,70^,s. A young teacher and ex-student wrote

In the current political climate I think the Alter-

native Course is vital in producing teachers strong
enough to take what is going on out there. (Jones
1981 P33)

of the values and ways of behaving that inform education in schools.

Nor should teacher education with or

the experience of role conflict and tension but the necessity
is to accord it recognition in professional education.

A third group of findings of the Sussex Research pointed to institu-
tional factors which require recognition in the structures and

processes of teacher education. They are the importance of the sub-

department

the

formal PGCE structures ie. the different social strategies employed

by students in the school and in the university.

In /Sussex research as for Patrick a decade later the subject method
department was seen as pivotal in the structure of the university
based PGCE and the students’ experience of it. This was no less
the case for the Alternative Course which involved separate subject

departments through their experience of

The first point to note is that the Experimental
Group accepted the idea of a Core Group as the organ-
ising framework:

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