In recent years there has been a growing move within the UK, as well as in other countries, to consider pupils’ perspectives and ‘voices’ on aspects of school-related issues, including learning and teaching. Pupil voice work involves engaging with pupils about issues that matter to them and that affect their experiences in school. This chapter focuses on ‘pupil voice’ work, what it ‘looks like’ in the school context and the signiﬁcance of it for both teachers and pupils. The chapter gives consideration to terms used when referring to pupil voice work, it outlines factors that have led to an increased importance now being placed on pupils’ voices, and identifies ways in which teachers can listen to the voices of those they teach. The chapgter also considers how implementing such practices can make learning more meaningful for pupils and, as a result, improve the learning and experiences of young people in schools.
|Title of host publication||Learning to teach in the primary school|
|Editors||T. Cremin, J. Arthur|
|Place of Publication||Abingdon|
|Number of pages||16|
|Publication status||Published - 1 Jan 2014|