Children’s perceptions of themselves as learner inside and outside school

Abstract

This exploratory study set out to investigate how a group of children, who were identified as underachieving in school, constructed understandings of themselves as learners inside and outside school. Data were collected using semi-structured interviews and image-based methods with the children. Interviews were also conducted with their parents and teachers. Findings of this study highlight the centrality of the children’s relational world and the richness of their learning experiences and capacity for learning outside school. Significant differences were evident in their descriptions of learning processes inside the classroom and outside the formal school setting. Outside school learning experiences, both structured and less formalised were perceived by the children as being more active, collaborative and challenging. Knowledge and understanding in these contexts seemed to be located within the children. In contrast, learning inside school was characterised by dependence on the teacher. Knowledge and understanding in this context appeared to be located within the teacher.

Keywords:

• learning
• home and school
• partnership

Acknowledgements

We are grateful to the children for making space for us in their worlds and for sharing so candidly their experiences with us. We would like to thank the parents and teachers for their time and support. We would also like to thank Dr Susanna Pinkus in the development and data collection phases of the project. This research was funded by the University of Cambridge, Faculty of Education, Research and Development Fund.

Notes

1. http://www.w3insights.pass-survey.com/pass.htm

2. PASS enables each student to be classified on the red (indicating that the student is of great concern), amber (indicating some concern) and green colour (no concerns) code system.

3. Although we emphasised that we would welcome the input of both parents, as is common, in all cases the interviews were with the mothers of the children concerned.

4. This was interesting in itself, as it allowed us to reflect on the feasibility of establishing dialogue when individuals do not share a common language and how this is likely to impact on the interactions between home and school settings.