Child-Teacher Dialogue as a Stimulus for Professional Learning: An International Study

• In Event: 34.094 - Fairmont Royal York Roundtable Session Six
  In Roundtable Session: 34.094-2 - Teaching and Instruction: Child-Teacher Interactions, Explicit Instruction, and Subject Matter Innovations

Abstract

This paper reports the findings of a new phase of a long-term programme of research exploring how the views of students can help in promoting professional learning. Building on earlier research carried out with secondary schools and funded by the European Union, the study involves primary schools in five European countries. The research begins the process of filling gaps in knowledge pinpointed by recent literature reviews. First, it focuses on younger children in primary schools (4 to 11-year olds). Secondly, it is concerned with the improvement of teaching and learning. And, thirdly, it involves the use of varied methods of inquiry, designed to engage the interests of younger children in ways that are intended to generate relevant data.

Authors

• Kyriaki Messiou, University of Southampton

• Mel Ainscow, University of Manchester