Pupils’ voices in teachers’ collaborative professional learning in Lesson Study

Abstract

The aim of this study is to contribute to efforts to reduce the gap between rhetoric and practice in the field of pupil voice by illustrating how teachers’ recognition of pupils’ responses can meet the needs for voice, space, audience, and influence. Through a close analysis of teacher conversations in the context of Lesson Study, the results provide different scenarios that represent how pupil voice is acknowledged. The scenarios also illustrate different dimensions of teachers’ collaborative learning. In conclusion, the arrangements for pupil voice at the classroom level have the potential to meet the needs for listening to and recognising students’ points of view as well as expanding the concept of teachers’ professional learning, which can be considered as a fortunate coincidence.