'One Girl Had a Different Idea': Children's Perspectives on Learning and Teaching Models in the Traditional Classroom

Autor/inn/en	Hargreaves, Eleanore; Elhawary, Dalia; Mahgoub, Mohamed
Titel	'One Girl Had a Different Idea': Children's Perspectives on Learning and Teaching Models in the Traditional Classroom
Quelle	In: Education 3-13, 48 (2020) 1, S.87-99 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2019.1586975
Schlagwörter	Conventional Instruction; Elementary School Students; Children; Foreign Countries; Peer Relationship; Cooperative Learning; Student Attitudes; Disadvantaged Schools; English Instruction; English (Second Language); Faculty Development; Self Management; Student Participation; Egypt + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Ausland; Peer-Beziehungen; Kooperatives Lernen; Schülerverhalten; English langauage lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstmanagement; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ägypten
Abstract	This paper explores learning from the perspective of primary pupils in Egypt. The article explores models of learning and teaching and how pupils respond to traditional models and to changes within those. Qualitative data was collected from 57 interviews with 81 primary pupils in Alexandria, Egypt. Our research approach was interpretivist and our method was individual interview and observation. Teachers had introduced for the first time the practice of group and/or pair-work in the English language classroom. Following this change, pupils described their learning as benefiting from: peer support; exercising self-direction; participating more actively; and enjoyment of collaborative work. These findings accord with the research literature on collaborative learning. We conclude that even in traditional sites of learning, children appreciate aspects of collaborative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01