Interdisciplinary Tutor-led Discussion Groups in the New Pattern of Teacher Education in England

The author examines developments in the context of the increasing professionalisation of teacher training in England, a movement which implies a greater integration of theory with practice. The focus upon current practice in schools is much sharper. The new style courses are examined in respect of content (emphasis on integration of multi-disciplinary approaches), a specific example from the teaching of French, and style. The use of educational discussion groups is analysed in detail, and the author is especially interested to identify the teacher characteristics and qualities which such groups may develop. The dynamics of the groups, and their reflections on both the content and the process of discussion, are critical to success, and there is considerable evidence that autonomous learning is fostered at the expense of role imitation. Criticisms of the approach point to a slackening of academic rigour and the less systematic treatment of topics. Full evaluation is still required, but it is the author's judgement that the advantages of the discussion group approach outweigh the disadvantages.