posted on 2014-10-07, 10:30authored byHugh Busher, Tony Lawson, Chris Wilkins, Ismail Acun
This article 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’ in particular policy contexts.
Experiences of those practices were gained by novice teachers during an exchange
visit for British and Turkish university students in the period 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 and inclusive
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), pp. 387-400
Author affiliation
/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education
Published in
Compare: A Journal of Comparative and International Education
Publisher
Taylor & Francis for British Association for International and Comparative Education