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Article: Brokering dialogue between secondary students and teachers to co-construct appropriate pedagogy in reduced-size classes,

TitleBrokering dialogue between secondary students and teachers to co-construct appropriate pedagogy in reduced-size classes,
Authors
Issue Date2014
PublisherTaylor and Francis. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.asp
Citation
Teachers and Teaching: Theory and Practice, 2014, v. 20, p. 212-228 How to Cite?
AbstractThis 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.
Persistent Identifierhttp://hdl.handle.net/10722/199268
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHarfitt, GJen_US
dc.date.accessioned2014-07-22T01:10:41Z-
dc.date.available2014-07-22T01:10:41Z-
dc.date.issued2014en_US
dc.identifier.citationTeachers and Teaching: Theory and Practice, 2014, v. 20, p. 212-228en_US
dc.identifier.urihttp://hdl.handle.net/10722/199268-
dc.description.abstractThis 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.en_US
dc.languageengen_US
dc.publisherTaylor and Francis. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.aspen_US
dc.relation.ispartofTeachers and Teaching: Theory and Practiceen_US
dc.titleBrokering dialogue between secondary students and teachers to co-construct appropriate pedagogy in reduced-size classes,en_US
dc.typeArticleen_US
dc.identifier.emailHarfitt, GJ: gharfitt@hkucc.hku.hken_US
dc.identifier.authorityHarfitt, GJ=rp00901en_US
dc.identifier.doi10.1080/13540602.2013.848572en_US
dc.identifier.hkuros230803en_US
dc.identifier.volume20en_US
dc.identifier.spage212en_US
dc.identifier.epage228en_US
dc.identifier.isiWOS:000332274600007-
dc.publisher.placeUKen_US

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