Consulting pupils about classroom teaching and learning: policy, practice and response in one school

Abstract

This article reports on an ESRC (Economic and Social Research Council) doctoral study which investigated how teachers consulted pupils about teaching and learning in classrooms. Interest in consulting pupils has increased over the last decade; existing research suggests pupils have valuable perspectives on teaching and learning which teachers can usefully draw upon to inform thinking and planning. However, little research investigates the process and impact of consultation by teachers in their classrooms. This study sought further understanding in this area by exploring the consultation practices and responses of four teachers with Year 8 classes in a school with a history of consulting pupils. How would teachers consult pupils within the complexities and constraints of their ‘normal’ teaching routines and responsibilities? Qualitative case studies of two science and two English teachers were carried out over one academic year. Data were gathered through semi-structured interviews (with teachers, pupils and school management), document analysis and lesson observation. Data analysis was guided by a systematic inductive approach aided by QSR NVivo. The article focuses on selected findings of the study related to how teachers were able to consult and respond to their pupils in varying degrees depending on contextual factors. It concludes by suggesting issues to be reviewed by school management and policy-makers if significant benefit is to be realised from teachers consulting pupils on classroom teaching and learning.

Keywords:

• pupil consultation
• secondary education
• classroom practice
• teachers
• pupils
• pupil voice

Acknowledgements

In carrying out this research, I would like to acknowledge the participation of all teachers and pupils from the school and the support of the Economic and Social Research Council. I also wish to pay tribute to the guidance and support I received from my supervisor, the late Professor Donald McIntyre, Faculty of Education, University of Cambridge. I am also very grateful to the anonymous reviewers for their encouraging and constructive comments.