‘One girl had a different idea’: children’s perspectives on learning and teaching models in the traditional classroom

ABSTRACT

This paper explores learning from the perspective of primary pupils in Egypt. The article explores models of learning and teaching and how pupils respond to traditional models and to changes within those. Qualitative data was collected from 57 interviews with 81 primary pupils in Alexandria, Egypt. Our research approach was interpretivist and our method was individual interview and observation. Teachers had introduced for the first time the practice of group and/or pair-work in the English language classroom. Following this change, pupils described their learning as benefiting from: peer support; exercising self-direction; participating more actively; and enjoyment of collaborative work. These findings accord with the research literature on collaborative learning. We conclude that even in traditional sites of learning, children appreciate aspects of collaborative learning.

KEYWORDS:

• Collaboration
• traditional classroom
• middle-income country
• student voice
• learning

Acknowledgements

Many thanks are due to the teachers and pupils who took part in this research and their schools who supported them. A big thank you too goes to Andrew Pollard who gave us very helpful suggestions on an earlier draft.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

We are also grateful to the British Council (ELTRA) and the Education Development Trust who funded the research.