The Teacher as Enquirer:

1. The Teacher as Enquirer: developing agency and voice through research Dr Hazel Bryan, Senior Lecturer and Head of Professional Development, Canterbury Christ Church University

2. A discourse of critical pedagogy… • …the belief that pedagogy is deeply influential in terms of power relations, agency and the potential to oppress or liberate the learner (Giroux, 2011; Freire, 1992) …

3. Teacher and learner: the space in between…

4. Agential pedagogy… • An ethics of participation • Transformative learning • Meaning making

5. The Mosaic Approach (Moss and Clarke) • Voice • Agency • Organic • Data generating • Curiosity • Genuine questioning • Quality of dialogue • Sketch books; photographs

6. Matt’s research… My research aimed to answer 3 different questions. Firstly I wanted to identify the classroom conditions which students felt they learned best in. I wanted to look at 5 specific areas associated with classroom environments. • Group size • Seating • Noise • Teacher input • Lesson length The second area I wished to look at was lesson activities. I wanted students to identify which classroom activity they learned best from. I also wanted them to suggest why they learned best from each activity. Finally I wanted students to create their own ideal lesson plan. They would create a lesson plan with timings and activities. This would demonstrate how they believe a good lesson for them to learn in would look like.

7. Classroom Environment • To investigate this area I will give students cards with images and pictures. They will use these cards to create their ideal class environment. Students will place pictures on their desk and annotate why they have made that choice.

9. Classroom activities • The second task students will investigate is classroom activities. Specifically which activities they feel they learn best from. They will brainstorm these ideas on tables. I will ask students to justify why they have chosen certain activities. I will evidence these ideas with photos

11. Ideal Lesson plan • I will ask students to create their ideal lesson plan. The lesson can be on any subject and any length. The evidence for this will be the lesson plan they have created • At the end students will have identified on one table their ideal classroom environment, favourite lesson activates and ideal lesson plan

13. Group Size

14. Seating arrangements

15. Classroom Noise

16. Teacher input

17. Length of Lesson

19. Lesson Activities

21. My findings have had an impact on my teaching. It has encouraged me to incorporate more group tasks in lessons. It also has impacted on the amount of talking I do in lessons. It has changed my room seating layout. Finally it has changed how I plan my lessons. I now plan larger tasks which students can work through at their own pace.

22. Amber’s research What have been the factors that have contributed to pupil wellbeing in the Y7 Curriculum?

23. Methodology • A. Leuven results: I undertook an analysis of the Leuven data since September 2010 A. for both 7E1 and 7F1. • B. Four students were asked to take photographs of aspects around the Academy which make them happy in Year 7. In addition to taking the photographs, the students’ narratives were also recorded. • C. The whole class (F1) was asked to write down ‘What makes you happy, particularly in Year 7?’ • D. Questionnaires were given to ten students in F1. Of these students, eight were self-selecting and two were specifically invited to take part as they had EAL.

24. “Friends, people to talk to, we spend lots of time together so I know them really well. If I didn't have friends I wouldn't be happy.” Security, I feel safe here and know I am looked after.” “Extra dance sessions, where I can express my feelings, stress relief.”

25. “Free breakfasts - if I don't have time to eat at home I know I can sit and eat with my friends.” “Teacher - Miss knows me really well and always makes me feel welcome”. “Class are all on my side and no one is going to hurt me.”

26. The challenge of encouraging disinterested boys to read Chloe Methodology Stage 1 – Images cut out from magazines (all random pictures) A dictaphone to record conversations. Stage 2 – A digital camera A dictaphone to record conversations.

27. “Sometimes it’s challenging, sometimes its erm... sometimes it can bother you, maybe makes you sad, something like that.” Participant 3 chose the picture of the mask. He said he has always found reading difficult and finds it difficult to find books which are entertaining for him. He said he hasn’t found a book that holds his attention from the selection at school.

28. “It’s basically like erm a person looking like he’s gonna throw up.” “Ok, so why did you chose that picture?” “Because I don’t, really like reading, er, I’ve always had trouble reading and erm basically never read before and I... don’t really like it”.

29. “I chose this picture because like where I can’t read properly I find it hard to read and he looks like he’s finding that hard”.

30. Theory as kinetic energy • Theory as an energy, to nourish our practice • The nature and implications of theory for our practice