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ERIC Number: EJ1026368
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: N/A
Brokering Dialogue between Secondary Students and Teachers to Co-Construct Appropriate Pedagogy in Reduced-Size Classes
Harfitt, Gary James
Teachers and Teaching: Theory and Practice, v20 n2 p212-228 2014
This study focuses on how two teachers working in reduced-size secondary classes of the same grade adapted their pedagogy as a result of a brokered dialogue between myself as researcher and 43 grade 10 students from the teachers' classes. Research was carried out over the course of one academic year. First, students' perspectives on studying in a reduced-size class were elicited before they were invited to suggest ways of improving the teaching and learning. These interviews were transcribed and given to the teachers of these classes. Next, these teachers were interviewed to gauge their opinions on what the students had reported in the earlier interviews. At a later stage, their teaching was observed to determine whether, and to what extent, the two teachers had attempted to incorporate changes based on the feedback from pupils. The study showed that the pupil voice is a very powerful and constructive trigger for enacting teachers' pedagogical change and developing our understanding of students' learning processes. Findings demonstrate that teachers responded positively to their students' perspectives despite initial apprehensions. Implications for professional development and good practices in reduced-size classes are also presented.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A