Brokering dialogue between secondary students and teachers to co-construct appropriate pedagogy in reduced-size classes

Abstract

This study focuses on how two teachers working in reduced-size secondary classes of the same grade adapted their pedagogy as a result of a brokered dialogue between myself as researcher and 43 grade 10 students from the teachers’ classes. Research was carried out over the course of one academic year. First, students’ perspectives on studying in a reduced-size class were elicited before they were invited to suggest ways of improving the teaching and learning. These interviews were transcribed and given to the teachers of these classes. Next, these teachers were interviewed to gauge their opinions on what the students had reported in the earlier interviews. At a later stage, their teaching was observed to determine whether, and to what extent, the two teachers had attempted to incorporate changes based on the feedback from pupils. The study showed that the pupil voice is a very powerful and constructive trigger for enacting teachers’ pedagogical change and developing our understanding of students’ learning processes. Findings demonstrate that teachers responded positively to their students’ perspectives despite initial apprehensions. Implications for professional development and good practices in reduced-size classes are also presented.

Keywords:

• pupil voice
• teachers’ practice
• class size reduction
• professional development

Appendix 1: Semi-structured focus group questions to students

1. What do you most like about learning in your class this year?

2. What do you most dislike about learning in your class this year?

3. When do you participate in lessons? What makes you participate in lessons?

4. What makes you pay attention in lessons?

5. What suggestions, if any, would you give to your teacher to help improve teaching and learning in this class?

6. Why? Can you provide examples of what you mean?

Appendix 2: Semi-structured interview questions to teachers

1. Describe your teaching in this reduced-size class

2. What did you expect when I first gave you the transcripts of the student interviews?

3. Which comments from the students impressed you most, and why?

4. Which comments do you agree with?

5. Which comments do you disagree with?

6. Are there any pedagogical suggestions in the students’ feedback that you would implement? If so, which ones and why?

7. (After the classroom observations). Describe the changes that you have made to your teaching as a result of the students’ feedback.