Nous ecouter, nous soutenir, nous apprendre: a comparative study of pupils' perceptions of the pedagogic process

EM McNess

Research output: Contribution to journalArticle (Academic Journal)peer-review

5 Citations (Scopus)

Abstract

In many countries around the world there is a current focus on the restructuring of education systems in a bid to increase the quality of the educational experience for pupils in order to raise their academic achievement. However, the defiition of quality as expressed through policy may not always accord with the aims and aspirations of individual teachers or, perhaps more importantly, match the constructions given to the concept of quality by pupils. The rhetoric and intent expressed in policy texts may even have the potential to restrict the quality of what teachers do and what pupils experience. This paper draws on the findings of the ENCOMPASS project to illustrate the concepts of quality as expressed by the pupils themselves. It looks at what pupils in England, France and Denmark had to tell us about motivation, engagement and the conditions necessary for effective teaching and learning. It proposes some reflections on questions such as: What do young people see as the purpose of schooling? What motivates young people to learn? What do young people expect from their teachers in order to enhance their learning?
Translated title of the contributionNous ecouter, nous soutenir, nous apprendre: a comparative study of pupils' perceptions of the pedagogic process
Original languageEnglish
Pages (from-to)517 - 532
Number of pages16
JournalComparative Education
Volume42 (4)
DOIs
Publication statusPublished - Nov 2006

Bibliographical note

Publisher: Routledge

Fingerprint Dive into the research topics of '<i>Nous ecouter, nous soutenir, nous apprendre</i>: a comparative study of pupils' perceptions of the pedagogic process'. Together they form a unique fingerprint.

Cite this