і)
to incorporate the traditionally separated con-
cerns of methods and education work within a
single framework;
to allow for this integrated framework to be
directly linked
in school
..... to a student’s experience
Long term Working Party Report)
96
It was
base
(Jones 1981 P6)
the possibility of relationships
which extended the method
that was seen as important and the effect that this could have
upon the students’ school experience.
Some broadening of
the base of the practice made
increased numbers of
students a possibility and the
mixed-subject school
group became the second base
of the course (Jones 1981 P7).
This is a factor which is seen very positively by most
students. Students comment again and again on the
importance of the ’mix’ in making you think and re-
think and express your own positions. So the
confrontation
and engagement with other perspectives
is ongoing and held in the course structures. Repeat-
edly, student comment was in favour of widening the
subject base. (Jones 1981 P30 3.4.6)
The effect of the mixed subject groupings which constituted
the
school groups not only made a dialogue between the subjects
possible
but
perhaps more
portantly it
allowed a challenge to the
implicit
features of subject and identity characterised by Lacey as the sub-
culture. By creating a group directly comparable in importance to
the method group the Alternative Course presented quite distinct
settings in which students could develop their professional identity.
Not only
the nature
but the size of the school groups is
portant
for with an average
of
eight
Il
embers the groups
were small enough
to provide personal
support and cohesion and thus themselves develop
sub-cultural
This is indicated in the following extracts
from students' comments on the course.
They are partial
but
nonetheless, by valuable for the insight they give into the Alter-
native Course as a working entity.