| Summary: | 'The ultimate goal of educators’ professional learning is to enhance their positive impact on students. Notably absent in these efforts has been the perspectives of students on how best to accomplish that. In thoughtful and practical ways, David’s book provides long-needed guidance on how to gain and use the essential voice of students in planning effective professional learning experiences for educators. All levels of educators will find his insights helpful.' —Thomas R. Guskey, Professor Emeritus, University of Kentucky, USA and Senior Research Scholar, University of Louisville, USA 'David Morris makes concrete the possibilities for authentic student engagement in teacher professional development. He presents a dialectical engagement between theory and practice through a rich case study, to critique the potential for democracy in schools through students-as-producers of their own educational experiences. Inside a humanist tradition in which empowering relationships emerge, this returns to the idea that the educator must be educated: and who better to do so than the students themselves?' —Richard Hall, Professor of Education and Technology, De Montfort University, UK This book explores the role of students’ involvement in teacher professional development. Building upon a research study whereby pupils instruct their teachers in the use of Information and Communication Technology (ICT), the author argues that using student voice in this way can result in transformational learning for all those involved. The author presents the processes and experiences of pupils taking on the role of educators as well as the experiences of the teachers receiving such professional development from their students. In doing so, he promotes the innovative use of a student voice initiative to support teaching and learning, with the overarching purpose of improving and transforming teacher-pupil relationships. This book will be of interest and value to students and scholars of pupil voice, teacher professional development and transformational learning. David Morris has over twenty years’ experience in teaching and higher education. He is currently a freelance researcher and educational consultant.
|
|---|