How do children understand themselves as learners? Towards a learner‐centred understanding of pedagogy

Bibby, Tamara

doi:10.1080/14681360902742852

Cited by 29 publications

(21 citation statements)

References 22 publications

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“…Through these means, the learner's own dispositions and identity are formed. This is a broad-sweep conceptualisation of feedback, which challenges narrower traditional conceptions, but it may be referenced to the fact that children in primary school tend to look to their teacher as a valuable figurehead, whose commitment -they believe -goes beyond transmitting a national curriculum (Bibby 2009). …”

Section: Introductionmentioning

confidence: 97%

The practice of promoting primary pupils’ autonomy: examples of teacher feedback

Hargreaves

2014

Educational Research

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Background: Some authors consider the ultimate purpose of Assessment for Learning to be the promotion of pupils' autonomy. But the concept of autonomy is problematic and teachers' attempts to promote autonomy in the classroom can seem both vague and impractical. Purpose: In this paper, following Ecclestone (2002), I suggest that a full definition of autonomy includes children's independence, proactivity and critical inquiry in the classroom -which by their nature centre around the individual's capacity for selfdirected learning and meta-learning in their lives. I illustrate how one teacher promoted all three aspects of autonomy through her classroom feedback. Feedback is conceptualised as all the comments made by the teacher as a reaction to any activity or behaviour by pupils. Design and methods: These examples draw on research data collected in 2009-11 in which nine 'profile' Year 5 (aged 9-10) children and their teacher were observed and interviewed about teacher feedback and ways in which it might promote autonomy. Five lessons across six months during 2010, which were video-taped, audio-recorded, observed and followed up by interviews with individuals, pairs or threes from among the nine profile children, have been analysed in detail. Findings: Findings from this detailed analysis of lesson and interview transcripts suggested that the teacher employed a range of skilfully crafted autonomy-promoting feedback. Categories for this feedback consisted of the teacher feedback during the five lessons encouraging the pupil's: independence, usually in the sense of the child cultivating a view that might stand out from the general view (23 instances observed); proactivity in learning, manifested through that child's unsolicited engagement with a topic (80 occasions noted); metasocial critical inquiry, which was subdivided into: firstly, metasocial critical inquiry into rules about life including assessment (60 instances); and secondly, metasocial critical inquiry into relationships, including social relationships occurring during learning collaboration (27 occasions); and finally, most frequently, critical inquiry into learning processes (94 examples noted). Conclusions: I conclude by noting that the teacher's feedback -whether intentionally or not -had the potential to inspire children's immediate and longer-term developments in independent learning, proactivity and critical inquiry.

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Section: Introductionmentioning

confidence: 97%

The practice of promoting primary pupils’ autonomy: examples of teacher feedback

Hargreaves

2014

Educational Research

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“…This stance was, however, challenged by their further comments about the 'If I like the teacher, I will like the subject she teaches' As predicted by their teachers, pupils found it hard not to equate their affection for the English language with their relationship to their teacher. Tamara Bibby (2009) found a similar scenario in her ethnographic research in a UK primary classroom, whereby the pupils found it almost impossible to talk about their feelings towards a curriculum subject without reference to how much they liked its teacher.…”

Section: Pupils Valued An Ethic Of Carementioning

confidence: 75%

‘The teacher who helps children learn best’: affect and authority in the traditional primary classroom

Hargreaves¹,

Elhawary

Mahgoub³

2017

Pedagogy, Culture & Society

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This paper draws on the views of nearly 400 Year 5 pupils across nine classes in three schools. It explores how they perceived the role of affect in their classroom and how they conceived of their teachers' authority. The paper relates these views to the children's experiences of learning English in government primary schools in Alexandria, Egypt. The traditional role of the teacher in their schooling system was to transmit curriculum knowledge to pupils, whose feelings and social relationships were given little regard. By presenting pupils with sentences to complete, including one which started with 'The teacher who helps children learn best...', our research explored how this traditional approach influenced pupils in their English classroom. We also interviewed 38 pupils to explore their views further and we carried out Group Interviews with the pupils' teachers. We concluded that pupils were acutely aware of how their feelings and their relationship to the teacher influenced their capacity to learn cognitively. Many of them said that they did not respect those teachers who refused to exercise an ethic of care with them. In these cases, they did not see their teachers as authoritative and pupils' learning was impeded.

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“…I suggest that, however rarely it happens (Bibby, 2009(Bibby, , 2011, talkingas-dreaming in the classroom might provide moments to explore apparently tangential ideas unexpectedly offered, or opportunities to take an experience of learning as an object of learning. Importantly in this, though, it is not what is talked about that matters but rather how it is talked about.…”

Section: Dreaming?mentioning

confidence: 95%

Thinking and learning? On (not) dreaming in the classroom

Bibby¹

2015

Psychoanal Cult Soc

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How do children understand themselves as learners? Towards a learner‐centred understanding of pedagogy

Cited by 29 publications

References 22 publications

The practice of promoting primary pupils’ autonomy: examples of teacher feedback

The practice of promoting primary pupils’ autonomy: examples of teacher feedback

‘The teacher who helps children learn best’: affect and authority in the traditional primary classroom

Thinking and learning? On (not) dreaming in the classroom

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