File(s) not publicly available
Promoting group talk and higher-order thinking in pupils by 'coaching' secondary English trainee teachers
One hundred and eighty British secondary school pupils aged 11¿12 and their six trainee teachers in five schools participated in an action research project, designed to improve the quality of children's group talk in English lessons, particularly their engagement in higher-order thinking through `exploratory¿ talk. The programme, supported by the Teacher Training Agency (TTA), now Training and Development Agency, was devised by a team of mentors and an Initial Teacher Educator from Sussex University. It aimed to develop the trainees' skills both in planning challenging tasks for, and sustaining effective group talk, using `ground rules¿ and varied teacher discourse strategies. The data include qualitative comparative analysis of discourse audiotaped before and after the intervention, taken from 66 pupils. Findings indicate a clear improvement in the quality of talk, in terms of pupils' collaborative engagement in higher-order thinking. Further evidence from observations and interviews with all participants suggests confirmation of the programme's effectiveness in improving trainees' and pupils' skills in, and understanding of how to use group talk to reason
History
Publication status
- Published
Journal
LiteracyISSN
1741-4350Publisher
Wiley-BlackwellExternal DOI
Issue
2Volume
40Page range
106-114Pages
9.0Department affiliated with
- Education Publications
Notes
The peer-reviewers for Literacy described this article as 'interesting', 'relevant' and on a 'high-profile' aspect of teaching. The knowledge gained about ways of developing higher-order thought in pupils through group talk is of considerable significance to current national policy since it indicates ways of raising educational attainment in secondary English classes. The research is cited in the rationale for the latest Secondary National Strategy training materials on speaking and listening. It is of interest to audiences internationally: for example, in the USA and Australia, the relationship of speech to higher-cognitive learning is an area of major current interest. The action-research, TDA-supported project described involved collaboration between Sussex, PGCE trainees, mentors, teachers and pupils in 5 secondary schools: its findings have impacted directly on the practice of teachers and are being disseminated nationally for teacher-training purposes by the TDA and DfES, and internationally at conferences by the author: e.g. BERA (2005).Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC