Middle Grades Students as Teacher Educators

• In Event: Roundtable Session 7
  In Roundtable Session: Issues in Middle-Level Teacher Preparation

Abstract

Although many middle schools have embraced collaborative teacher learning, and student voice often is heralded as critical to successful middle grades programs, young adolescents are rarely provided a role in teacher education. This study examined middle grades teachers' responses to students serving as consultants at a summer professional development institute. The qualitative, case study design, involving interviews and focus groups with 45 teachers, explored teachers’ perceptions of student consultations, their response to the shift in voice and authority, and the practices that were productive in student consultations for teachers' learning. Most teachers perceived the consultations as contributing to their learning, willingly ceded authority during consultations, and noted the benefits of consulting with students they did not know.

Authors

• John M. Downes, The University of Vermont

• James F. Nagle, Saint Michael's College

• Penny A. Bishop, The University of Vermont