Relationships Between Pupils and Teachers

Abstract

In Chap. 1, I briefly outlined how I employed the process of coding and the use of themes to explore and analyse the data. The purpose of using this approach was not just to develop a framework with which to map the experiences of the teachers and pupils and the processes they engaged with but also to establish meaningful connections between the aims and purpose of the study and the findings. The findings presented in this chapter, and the next, are grouped thematically and the reason for doing so is because the use of themes provides a conceptual coherency to those findings and allows the narrative surrounding the project and its participants to develop naturally and logically.

I begin this chapter by providing a point of reference as to how student voice operates at Appledawn and then move on to consider Trust and Empathy, Role Reversal and Status and Pupils’ and Teachers’ ICT Skills. These three themes concern how the reversal of the teacher-to-pupil model of instruction influences relationships between pupils and teachers and the ways they engage not just with the technology, but more importantly their own teaching and learning.