Abstract
This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the ‘Other’ as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist and inclusive approaches to pedagogy and the relevance to successful pedagogy of listening to students’ voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships.
Highlights
This paper argues that when novice teachers critically reflect on the pedagogic practices of ‘the other’ in particular contexts, they confront their own practices and values and their own experiences as students at school (Busher 2005), their cultural and social capital (Bourdieu 1986)
The data for this paper arises from a postgraduate student exchange programme between Uşak University, Dokuz Eylül University, Middle East Technical University and the University of Leicester, England (UK)
The term ‘British’ is used for the postgraduate students since they came from all parts of the UK
Summary
This paper argues that when novice teachers critically reflect on the pedagogic practices of ‘the other’ in particular contexts, they confront their own practices and values and their own experiences as students at school (Busher 2005), their cultural and social capital (Bourdieu 1986). This paper investigates some English and Turkish novice teachers’ reflections on the impact of social and political contexts on the curricula and pedagogic frameworks in which they worked, on their and ‘the Other’s’ approaches to pedagogy and to student - teacher relationships in different social and political contexts. One British student teacher noted that, ‘this diversity thing is missing [in Turkey], but they do acknowledge it, people come and go from Turkey and there are different cultures there’.
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