Wednesday, April 28, 2010
Student voice : its power in sustaining new teachers
A survey of newly qualified teachers reveals they benefit from hearing the views of their pupils.
This study looked at newly qualified teachers' experiences of , and attitudes towards pupil consultation in their first teaching posts. It was based on survey data from 305 NQTs who had obtained their PGCEs from the University of Cambridge.
The research concluded that the new teachers who placed significant value on hearing the views of their students across a range of topics throughout the school day, were more likely to report having good relationships within their classrooms. The teachers identified the importance of connecting with students through broader aspects of learning such as developing their confidence and social skills and these had impact on student engagement with subject material.
The successful teachers were focusing on developing their students in the broadest way as individuals as well as developing their specific subject understanding.
One teacher spoke of his changing perception of teaching: “I’ve become less interested in science and more interested in learning and people... As [my PGCE tutor] says ‘we teach children, not Chemistry’ and I suppose I’m fitting more and more into that. …science is a vehicle…it is a means to the same end, which is developing children”.
The study concluded that encouraging new teachers to value and prioritise learner voice could play an important role in developing and supporting their professional development. The research found that many beginner teachers experienced doubts about their own ability as teachers when students became disengaged in learning their subject and recommends that "encouraging teachers to consult their pupils was a first stage in building good relationships with the class and paving the way for effective teaching and learning to take place."
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In 2005 similar findings were uncovered by researchers examining the impact of learner voice in year eight classes with both new and established teachers. (See McIntyre, D., Pedder, D., & Rudduck, J). This new research has sampled a much larger number of learners and teachers and has focused much more on the professional learning of the teacher. The acceptance of learner voice as a vital part of teacher's reflective learning has moved forward considerably in the five years between the two pieces of research as illustrated by the introduction of the 2005 research report which introduced its findings as 'uncomfortable truths'.
Demetriou, H. & Wilson, E. (2010) Children should be seen and heard: the power of student voice in sustaining new teachers. Improving Schools, 13, 1-16.
Student voice thumbnail image taken from Hapton Community College