1. The instructional design of the University ITE course I researched for
this paper was inherently congnitivist in its orientation, as opposed to a
reductionist view of competencies.
Is this typical of all University ITE courses?
And should it be?

2. Whilst my research concluded that there were some statistically
significant variations in the use of adult learning theory by mentors, i.e.
recording their age, experience and subject taught; this was not
generalisable due to the small size of the sample. However, if this was the
case what would the impact be?
E.g.Would science trained mentors use different strategies to those in MFL?

3. Is the concept of self-direction that is applied to Student Teachers
used in too strict a sense? E.g. Is it only promoted in a restricted frame
of reference regarding the role of the educator for the function of the
education process? if so what would be the benefits of widening the
self-direction of Student teachers?