The name is absent



98


Throughout the year the School Group was highly

valued by the students. They found its size conge-

ix of students


supportive and Sitmulating,

its function as a bridge between school and Institute

necessary and effective. For them it


working atmosphere, responsive


to


the:


as


had a good
individuals ,


while at the same time providing a place where new

ideas could be introduced and thought through. They
were inclined to feel that work in the Core could

be more effectively located in the smaller groups
..... A substantial part of the rationale here was
that subject tutorial groups provided a forum for
the concerns of the different schools .....

School Groups were obviously operating differently but
students were quite happy about this. The capacity
of the group to respond and change during the year
was approved of, and individuals took considerable
responsibility here. Continuity throughout the year
is understandably a key factor, for within the frag-
mentation, of which students were very aware, the
School Group remained as it began, the base of the
Alternative Course. (Jones 1981 pɜl)

The School Group facilitated the formation of sub-cultural groupings

that were wider than those of subject

although these could also have


It is likely that much of the


their place within the School Group.

work of professional socialisation is


accomplished


informally within


the


networks that


the


PGCE


makes


available .


Too often it is the


case that these networks are mutually subvervise thus institutional-

given other networks, might


ising Contradicitons and conflicts that

be worked with.


The emphasis


in the Sussex Research upon the exist-


ence of diverse social strategies provieded an example of how this
occurs .

They pointed to the collectivist strategies of the university compared

with the privatised strategies employed within the school. Further
that

they emphasised/for Sussex students the tension between the two set-

tings "cannot easily be resolved by internalised adjustment" and

therefore


learning to get by for many Sussex


students therefore




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