Pupil voice: comfortable and uncomfortable learnings for teachers

McIntyre, Donald; Pedder, David; Rudduck, Jean

doi:10.1080/02671520500077970

Cited by 166 publications

(107 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It begins to address the relative paucity of research which researchers such as Allen (2011) noted. It emphasises the importance of student voice as a vehicle for helping educational institutions create effective learning environments (Mujis et al, 2005;McIntyre et al, 2005). Student teachers benefit from teacher educators following their individual personal and professional conceptualisations of professional learning (Poulou, 2007).…”

Section: Discussionmentioning

confidence: 99%

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Busher

Gündüz

Çakmak

et al. 2014

Compare: A Journal of Comparative and International Education

View full text Add to dashboard Cite

How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student-teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated in this study by asking 480 student teachers in three universities in Turkey and England in 2010-2011 about how well their universities prepared them for the practicum; what made practicums successful; and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students' diverse learning needs, in recognising multiple students' perspectives, and in grounding their understanding of what it meant to be a teacher 'for real'.

show abstract

Section: Discussionmentioning

confidence: 99%

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Busher

Gündüz

Çakmak

et al. 2014

Compare: A Journal of Comparative and International Education

View full text Add to dashboard Cite

show abstract

“…Children interpret the 'right' teacher response as validating what they have discovered and, by extension, their own position as bona fide knowledge creators. Students' suggestions tend to be acceptable to teachers when they ask them to extend their existing practices or offer sensible, practical and purposeful ideas (McIntyre, Pedder and Rudduck, 2005). The students we worked with seemed well aware of the importance of teachers being able to recognise and access their suggestions.…”

Section: Stage 3 -Next Steps In Making a Differencementioning

confidence: 99%

Enabling students to participate in school improvement through a Students as Researchers programme

Roberts

Nash

2009

Improving Schools

View full text Add to dashboard Cite

This paper explores students' potential to make a difference to their school through a Students as Researchers programme. It begins by discussing the impetus for the current increase in student voice initiatives in schools. It continues the debate around issues of student empowerment and students' identity as change agents through an analysis of the development of a Students as Researchers (SAR) programme designed to support school improvement. The article investigates the possibilities for impact offered by a stepped approach to the student research process, early planning for impact and a strong student/teacher partnership. Issues are illuminated though reference to the authors' work with Students as Researchers groups in several UK schools. The article concludes with an exploration of ways of enhancing the impact of students' work on the development of their schools.

show abstract

“…Our work on Mathematical Resilience, a construct that suggests the efficacy of involving the learner in the whole process of learning mathematics, indicates that the pupils" voice would be an important pointer to how learning could be improved. Quicke (2003) considered that there is much yet to learn about how pupils' views of learning may be encouraged to become "broader, [and] more reflective" (ibid., p. 51) Pupils' perceptions can be very different from, and very informative to, the adults who seek to help them learn but they cannot comment on what they do not yet know about (McIntyre et al 2005). The intended outcome of the interventions were to scaffold the formation of a community of pupils cognisant of a variety of effective learning approaches in mathematics and to facilitate the expression of that community"s voice on "what works in our school" in terms of improving mathematical learning.…”

Section: Introductionmentioning

confidence: 99%

Learning mathematics—letting the pupils have their say

Lee

Johnston-Wilder

2012

Educ Stud Math

View full text Add to dashboard Cite

Abstract:Pupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as co-researchers in increasing knowledge about how to improve learning in mathematics. Pupils within the school were selected and trained as "Ambassadors" to understand and disseminate innovative ways of learning mathematics into their school environment and to act to allow the voice of all the pupils in their year group to be heard. The project was intended both to raise the pupils' awareness of how learning mathematics could be different and to enable them to voice their newly-informed opinions about how best they learned mathematics. The pupils' current feelings about the way that they were taught mathematics were explored and but the focus of the project was on enabling the pupils to make informed decisions about how they felt their learning could be improved. The pupils' awareness of different ways of learning mathematics was raised by introducing them to alternative teaching approaches. The data generated was initially analysed by the pupils themselves in order to inform their teachers about their views and subsequently constant comparison analysis resulted in the outcomes reported here. The outcomes indicate that the students could have an important role in enabling schools to develop their teaching and improve their pupils' mathematical learning when that voice is both informed and authorised.Response to Reviewers: I have reviewed all references in the text and in the reference list and ensured that they are now all correct. Powered by Editorial Manager® and Preprint Manager® from Aries Systems Corporation AbstractPupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as coresearchers in increasing knowledge about how to improve learning in mathematics. Pupils within the school were selected and trained as "Ambassadors" to understand and disseminate innovative ways of learning mathematics into their school environment and to act to allow the voice of all the pupils in their year group to be heard. The project was intended both to raise the pupils" awareness of how learning mathematics could be different and to enable them to voice their newly-informed opinions about how best they learned mathematics. The pupils" current feelings about the way that they were taught mathematics were explored and but the focus of the project was on enabling the pupils to make informed decisions about how they felt their learning could be improved. The pupils" awareness of different ways of learning mathematics was raised by introducing them to alternative teaching approaches. The data generated was initially analysed by the pup...

show abstract

Pupil voice: comfortable and uncomfortable learnings for teachers

Cited by 166 publications

References 2 publications

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

Enabling students to participate in school improvement through a Students as Researchers programme

Learning mathematics—letting the pupils have their say

Contact Info

Product

Resources

About