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This book explores the role of students' involvement in teacher professional development. Building upon a research study whereby pupils instruct their teachers in the use of Information and Communication Technology (ICT), the author argues that using student voice in this way can result in transformational learning for all those involved. The author presents the processes and experiences of pupils taking on the role of educators as well as the experiences of the teachers receiving such professional development from their students. In doing so, he promotes the innovative use of a student voice initiative to support teaching and learning, with the overarching purpose of improving and transforming teacher-pupil relationships. This book will be of interest and value to students and scholars of pupil voice, teacher professional development and transformational learning.
List of contents
Chapter 1. Introduction.- Chapter 2. Student voice in schools.- Chapter 3. Teacher professional development (TPD) in schools.- Chapter 4. Relationships between pupils and teachers.- Chapter 5. Knowledge exchange between pupils and teachers.- Chapter 6. An evaluation of the 'teach a teacher' project.- Chapter 7. Recognising the 'treasure we have in our own back yard'
About the author
David Morris is a freelance educational consultant and researcher with over twenty years’ experience in the sector. Prior to his freelance career, he was Senior Lecturer at the Cass School of Education, University of East London, UK.
Summary
This book explores the role of students’ involvement in teacher professional development. Building upon a research study whereby pupils instruct their teachers in the use of Information and Communication Technology (ICT), the author argues that using student voice in this way can result in transformational learning for all those involved. The author presents the processes and experiences of pupils taking on the role of educators as well as the experiences of the teachers receiving such professional development from their students. In doing so, he promotes the innovative use of a student voice initiative to support teaching and learning, with the overarching purpose of improving and transforming teacher-pupil relationships. This book will be of interest and value to students and scholars of pupil voice, teacher professional development and transformational learning.
