Teacher development and pupil voice

Abstract

The principle of ‘pupil voice’ has attained a high profile over the past decade and its key principles of encouraging pupil consultation and participation are evident in official policy and guidance in many countries around the world. While there has been official endorsement of the notions that pupils have a right to voice their opinions and should have some involvement in decision‐making affecting their lives, the implications of these arguments for day‐to‐day practice are less clear and sometimes contentious. Since the early 1990s Jean Rudduck and I have been looking at the role of pupil voice strategies in developing more effective teaching and learning in the classroom. We have examined how these strategies are used in a range of different settings—from small, rural primary schools to large, inner city comprehensive schools facing challenging circumstances. Evidence from our research, and in studies in the UK and internationally, suggests that pupil voice strategies can be transformational experiences for teachers and for pupils. This article examines the relationship between pupil voice and teacher development and, drawing on evidence from research, it will demonstrate how pupil voice strategies have enabled teachers to gain a deeper understanding of the teaching and learning processes and have helped them to change the way they think about pupils and their learning.

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