Students training to be teachers on a one year post‐graduate course are presented with a choice of course methodologies. This paper is a case study of one group that chose to operate as a democratic learning co‐operative. The students wrote their own syllabus, selected teaching methods, shared the tasks of teaching and organising course sessions, located appropriate resources and evaluated the outcomes. The tutors were able to take on the roles of participant observers and to monitor the evolution and development of the course. The efficacy of this approach in preparing teachers for work in local secondary schools is discussed.
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Harber et al. (1986) studied this question.
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