Abstract
The aim of this study is to contribute to efforts to reduce the gap between rhetoric and practice in the field of pupil voice by illustrating how teachers’ recognition of pupils’ responses can meet the needs for voice, space, audience, and influence. Through a close analysis of teacher conversations in the context of Lesson Study, the results provide different scenarios that represent how pupil voice is acknowledged. The scenarios also illustrate different dimensions of teachers’ collaborative learning. In conclusion, the arrangements for pupil voice at the classroom level have the potential to meet the needs for listening to and recognising students’ points of view as well as expanding the concept of teachers’ professional learning, which can be considered as a fortunate coincidence.
Highlights
The aim of this study is to contribute to efforts to reduce the gap between rhetoric and practice in the field of pupil voice by illustrating how teachers’ recognition of pupils’ responses can meet the needs for voice, space, audience, and influence
The Lesson Study (LS) model proposed by Dudley (2013), which involves pupil reflections collected through interviews after Research lesson. * Corresponding author (RL), has inspired the LS cycles of the present study
The current study aims to fill this gap in the context of pupil voice in LS and in relation to teachers’ professional learning
Summary
The aim of this study is to contribute to efforts to reduce the gap between rhetoric and practice in the field of pupil voice by illustrating how teachers’ recognition of pupils’ responses can meet the needs for voice, space, audience, and influence. This study aims to explore how pupils’ views on teaching and learning are reflected in teachers’ discussions and how the pupils’ responses contribute to the teachers’ professional learning. This reflects an interest in the importance of students’ participation in educational discussions about teaching and learning and in exploring which conditions are necessary to ensure that pupils’ voices are heard. The article investigates whether teachers’ cognisance of and willingness to engage with pupils’ perspectives on teaching and learning can promote teachers’ professional learning These interests lead to the following two research question (RQ), each underpinned by a sub-question: 1. These interests lead to the following two research question (RQ), each underpinned by a sub-question: 1. How does emphasizing pupil voice contribute to pupils’ learning? a) What is the nature of pupil participation in this project?
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