Brokering Dialogue between Secondary Students and Teachers to Co-Construct Appropriate Pedagogy in Reduced-Size Classes

Autor/in	Harfitt, Gary James
Titel	Brokering Dialogue between Secondary Students and Teachers to Co-Construct Appropriate Pedagogy in Reduced-Size Classes
Quelle	In: Teachers and Teaching: Theory and Practice, 20 (2014) 2, S.212-228 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2013.848572
Schlagwörter	Secondary School Students; Secondary School Teachers; Foreign Countries; Class Size; Small Classes; Teaching Methods; Grade 10; Student Attitudes; Interviews; Teacher Attitudes; Student Participation; Feedback (Response); Language Teachers; English (Second Language); Case Studies; Personal Narratives; Focus Groups; Observation; Hong Kong + Suchen Sie Ihr Suchwort? Sekundarschüler; Ausland; Klassengröße; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Interviewing; Interviewtechnik; Lehrerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Erlebniserzählung; Beobachtung; Hongkong
Abstract	This 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10