Beyond the official language of learning: Teachers engaging with student voice research. (July 2016)

• Record Type: Journal Article
• Authors: Bourke, Roseanna; Loveridge, Judith
• Is Part Of: Teaching and teacher education. Volume 57(2016)
• Page Start: 59
• Page End: 66
• Publication Date: 2016-07
• Subjects: Student voice -- Teacher views -- Learning -- Pedagogy; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.03.008
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: In student voice research an enduring issue has been how teachers and policy makers act on the views of young people, and how potentially problematic issues that children raise are resolved. This qualitative study within seven New Zealand schools involved teachers reflecting and commenting on previous 'student voice' research on learning. The teachers' initial responses were to use their own frames of curriculum reference to interpret the student views. Teachers used pedagogical and curriculum developments at their own schools to interpret the students' views, and this may become an unintended barrier to hearing and understanding the student voice. Highlights: Student voice research challenges teacher ideas about the importance of learning. Curriculum documents influences how teachers conceptualise learning and assessment. Teachers' understanding of curriculum affects how they engage with student voice. The importance of learning is seen differently by students and their teachers.