ABSTRACT
The student-teacher scheme was the subject of educational controversy for many years. As we have noted, this was not only a consequence of the terms of the scheme itself. It was also because, in one way or another, it impinged on many of the central trends of broader educational change in the first half of the twentieth century. In this respect, it was common for contemporary commentators to combine metaphorical and literal elements in their accounts of student teaching, making it hard to discern much about the day-to-day operation of student teaching as it went on in the schools. In previous chapters we heard something of what the parents of student teachers thought about the functioning of the scheme as a means of further education and a career entry. Here, we turn to how it appeared to their sons and daughters, to the student teachers themselves; in other words, how the scheme was constructed as a set of pedagogical practices rather than a set of policy developments.
