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Engaging student voice in teachers’ inquiries

Martyn Davison, Claire Sinnema, Alison Taylor, and Vaughan Mitchell

Research suggests that engaging with student voice is desirable, worthwhile, and effective. This article explores these claims by describing how two secondary school teachers engage with students’ voices as they inquire into their teaching practice. In doing so, it supports a conversation about the practicalities of engaging with student voice more generally in the inquiring teacher’s classroom. Findings illustrate the voices of students have the potential to change teachers pedagogical practices and students perceptions of their various roles in the classroom.

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