Developing Student Voice and Participatory Pedagogy: A Case Study in a Spanish Primary School

Autor/inn/en	Susinos, Teresa; Haya, Ignacio
Titel	Developing Student Voice and Participatory Pedagogy: A Case Study in a Spanish Primary School
Quelle	In: Cambridge Journal of Education, 44 (2014) 3, S.385-399 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2014.914155
Schlagwörter	Case Studies; Foreign Countries; Elementary School Students; Student Participation; Teaching Methods; Student Research; Ethnography; Student Attitudes; Educational Change; Democratic Values; Grade 6; Teacher Attitudes; Elementary School Teachers; Interviews; Observation; Questionnaires; Educational Improvement; Web Sites; Electronic Publishing; Program Evaluation; Qualitative Research; Spain + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Studentenforschung; Ethnografie; Schülerverhalten; Bildungsreform; School year 06; 6. Schuljahr; Schuljahr 06; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Beobachtung; Fragebogen; Teaching improvement; Unterrichtsentwicklung; Web-Design; Elektronisches Publizieren; Programme evaluation; Programmevaluation; Qualitative Forschung; Spanien
Abstract	This article describes a case study that is part of a broader research project in which schools set up processes of school improvement inspired by the proposals put forward by students. The project furthers the initiatives of the student voice movement and seeks to implement more participative pedagogical models. This as a whole represents a novel opportunity in the context of Spanish schools. Specifically, in the text we describe an experience in which students work as researchers (SAR) and in which we describe and discuss this process carried out in a primary school through ethnographic tools. The findings allow us to discover in this experience a learning opportunity for the members of the school community and for the school itself. Likewise, the research permits us to verify the existence of certain changes in the preexisting practice architectures that affect the cultural-discursive dimension, the material-economic dimension and the social--political dimension of schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10