Reasons to Be Cheerful? Why Teachers' Beliefs Could Yet Bring about Change in Schools

Abstract

This article revisits Douglas Barnes's book-length exploration of the implications for teachers of a constructivist epistemology, notably in relation to the importance of small-group talk in classrooms. Empirically based consideration of small-group exploratory pupil" pupil talk enabled Barnes to reveal the learning strategies such a context elicits, and to argue for its educational significance. Barnes also considers how a curriculum can be seen as a form of communication. He identifies the importance of pupil engagement if learning is to be effective, and explores some of the patterns of communication which enhance such engagement. Barnes's attention to pupils' production of knowledge through exploratory talk retains its power to correct the view that teaching is essentially about the delivery of predetermined lesson-content. [ABSTRACT FROM AUTHOR] Copyright of FORUM: for promoting 3-19 comprehensive education is the property of Symposium Books Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) TS - RIS M4 - Citavi