ERIC Number: EJ1292719
Record Type: Journal
Publication Date: 2021
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: N/A
The Possibilities and Problematics of Student Voice for Teacher Professional Learning: Lessons from an Evaluation Study
Cambridge Journal of Education, v51 n2 p195-212 2021
Student voice has the potential to prompt creative and transformative teacher professional learning and practice. However, contemporary conditions of education -- including policy priorities and institutional constraints -- shape how student voice is taken up. This article draws on data from an evaluation study of a student voice programme ('Teach the Teacher') as enacted in two Australian schools. Notwithstanding the possibilities of student voice, reductive interpretations of teacher's work risk translating student voice into thin practices; the teacher becomes envisioned as technician who needs to fill their 'toolbox' and find 'what works' by listening to students. Analysing what is said and unsaid about student voice for teacher professional learning in interviews with school leaders and teachers, as well as focus groups with students, this article explores the problematics of mobilising student voice for teacher professional learning. Questions are raised for those seeking to promote reciprocal intergenerational learning in democratic schools.
Descriptors: Foreign Countries, Student Empowerment, Faculty Development, Educational Practices, Problems, Elementary School Teachers, Elementary School Students, Secondary School Teachers, Secondary School Students, Reciprocal Teaching, Principals, Administrator Attitudes, Teacher Attitudes, Student Attitudes
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A