NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1081414
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0965-0792
Pupils' Documentation Enlightening Teachers' Practical Theory and Pedagogical Actions
Niemi, Reetta; Kumpulainen, Kristiina; Lipponen, Lasse
Educational Action Research, v23 n4 p599-614 2015
This article is based on a pedagogical action research initiative comprising two research cycles. The study explores what constitutes meaningful experiences in the classroom from the pupils' perspectives and how understanding pupils' perspectives can foster the development of teachers' practical theory and classroom actions. Photography and group interviews were used to allow pupils to communicate their perspectives. The results show that the pupils considered those situations meaningful when they were able to work, solve problems and create items together. The pupils also appreciated situations in which they experienced a sense of belonging and could influence the use of time and space during the school day. The pupils' documentation helped the teacher to break down her assumptions, to develop her pedagogical actions and to make her implicit "knowing" explicit. The article ends by considering the possibilities and challenges related to acknowledging pupils' voices in the development of the pedagogy of the classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland (Helsinki)
Grant or Contract Numbers: N/A