The role of pupil voice as a trigger for teacher learning in lesson study professional groups

Paul Warwick (Corresponding author), Maria Vrikki, Anne Mette Færøyvik Karlsen, Pete Dudley, Jan D. Vermunt

Research output: Contribution to journalArticleAcademicpeer-review

5 Citations (Scopus)
3 Downloads (Pure)

Abstract

This paper focuses on the role of pupil voice as a trigger for teacher learning and for improving teaching quality. This is investigated in the context of Lesson Study (LS), a professional development model that can incorporate pupil voice into teachers’ collaborative reflections on lessons. Data are from two LS groups of mathematics teachers in London (one primary and one secondary school). Video-recorded pupil interviews and teacher discussions were transcribed. Episodes of teacher discussions were coded for reference to pupil input and subsequent impact on future plans. Qualitative analysis of discussions examined whether some pupils’ input was favoured over others’. Results are significant in pointing to LS as a mechanism for attending to pupil voice. In so doing, it is suggested that pupil input provided a challenge for teachers in their interpretations of pupil learning, evaluating lessons and planning, and in contributing to teacher learning from LS.

Original languageEnglish
Pages (from-to)435-455
Number of pages21
JournalCambridge Journal of Education
Volume49
Issue number4
Early online date29 Dec 2018
DOIs
Publication statusPublished - 4 Jul 2019

Keywords

  • Lesson Study
  • pupil voice
  • teacher learning

Fingerprint Dive into the research topics of 'The role of pupil voice as a trigger for teacher learning in lesson study professional groups'. Together they form a unique fingerprint.

  • Cite this