Rethinking Learner and Teacher Roles: Incorporating Student Voice and Agency into Teaching Practice (2017)

Type of Content
Journal ArticleCollections
Abstract
An increasing interest in the restructuring of teacher and student roles, with the aim of strengthening engagement, has influenced a focus on student agency in education research. Student voice involves learners and teachers sharing a narrative and working in partnership with one another to increase learning outcomes and inclusivity (Cook-Sather, 2014). Because this concept is relatively new, student voice is often perceived and implemented in a variety of differing ways. This literature review examines the current use and perspective of student voice in education and draws on a range of studies to investigate how the roles within student voice are understood, and the impact these have on effective teaching practice. In addition, the constraints brought forth by the multiple perspectives found within student voice are identified. Further recommendations for research include a focus on how these roles can be supported to best enable student agency, with the aim of producing positive learning experiences.
Rights
Creative Commons Attribution 4.0 International License.Related items
Showing items related by title, author, creator and subject.
-
Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs
Ellison, Bruce (University of Canterbury. Education (leadership), 2015)The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively, to teaching practices that meet the needs of ... -
The Role of Teacher Education in Teaching Science to Emergent Bilingual Learners
Lyon E; Tolbert, Sara (Routledge, 2022)Drawing on multiple theoretical perspectives, research over the last two decades has provided insights for the effective teaching of science to emergent bilinguals. This chapter synthesizes empirical studies published ... -
Using action research to gauge the quality of feedback given to student teachers while on professional teaching practice
White, S. (University of Canterbury. School of Educational Studies and Human Development., 2007)