Pupil Voice and Its Role in Creating Cognitive Dissonance: The Neglected Narrative in Professional Development

• In Event: Implementing and Sustaining Educational Change

Abstract

This research investigates the impact of a seven-month professional development (PD) initiative based on a reform approach to mathematics practice. Findings from multiple data sources suggest impoverished mathematics experiences that later begin to demonstrate signs of enrichment. A key finding is the effectiveness of pupil insights in increasing teachers’ engagement with the PD and in motivating teachers’ engagement in, and commitment to, the reform process. These findings highlight the complexity of the teacher change process and the way in which cognitive dissonance plays a key role in changing practice. Central to creating this cognitive dissonance were pupils’ insightful perspectives about mathematics practice. This research contends that pupil voice can provide unique context-specific insights yet is an under-utilised construct in PD.

Author

• Mia Treacy, Mary Immaculate College