Abstract
Summary In two successive years a group of students following a school‐based PGCE course were compared with the majority who followed conventional courses in terms of an analysis of their teaching practice reports. In the first year there was a lower increment of positive comments on the school‐based group and it was possible to identify a critical work area where it occurred. No such differences occurred within the second year. However, when the two years were compared on a common basis in each case the school‐based groups had a lower ratio of positive comments.
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