BERA 2010 - Compare UK Turkey exchange paper Final HCBCAWTEXLIA 060510.pdf (456 kB)

Pedagogy, empowerment and discipline: comparative perspectives of novice teachers in England and Turkey reflecting on ‘the other’

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journal contribution
posted on 17.02.2015 by Hugh Busher, Tony Lawson, Chris Wilkins, I. Acun
This paper discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in 2008-2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the ‘Other’ as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist approaches to pedagogy and the relevance to successful pedagogy of listening to students’ voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships.

History

Citation

Compare: a journal of comparative and international education, 2011, 41 (3)

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education

Version

AM (Accepted Manuscript)

Published in

Compare: a journal of comparative and international education

Publisher

Taylor & Francis (Routledge) for British Association for International and Comparative Education

issn

0305-7925

eissn

1469-3623

Copyright date

2011

Available date

17/02/2015

Publisher version

http://www.tandfonline.com/doi/abs/10.1080/03057925.2011.552905

Language

en

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