Opening Up to Student Voice: Supporting Teacher Learning Through Collaborative Action Research

Abstract

Student voice is promoted increasingly as a vehicle to enhance student learning and improve schools. Whilst the need for amplifying neglected student perspectives in learning and improvement processes is well established, supporting teachers to learn from students has received less attention. The author argues that collaborative action research supports teachers to engage with their students as decision-making partners in the classroom and to learn from them about effective pedagogy at the same time. The approach provides reflective spaces for teachers to notice and challenge takenfor-granted roles and practices, and to address expectations on their work sometimes contradictory to their student voice goals.