Over the past 20 years, student voice has received increased research attention, especially in Anglo-Saxon countries (Cook-Sather, 2006; Hall, 2017). Student voice symbolizes a profound cultural and structural shift in educational settings, putting forward students’ rights to actively participate in their learning environment, students experiencing respect for their engagement, and altering dominant power imbalances between students and teachers (Cook-Sather, 2006; Fielding, 2001). This study focuses on the student voice in which mutual interaction is pursued, captured with the term student-teacher partnerships. The purpose of this study is to review the existing literature about thepossible benefits of student-teacher partnerships and conditions for successful implementation. A systematic literature review study is conducted, including 15 qualitative articles with empirical results on student voice interventions. Reported outcomes are subjected to a thematic analysis (Braun & Clarke, 2006), of which the findings are narratively presented. Results of the study show that both students and teaching staff perceive student-teacher partnershipsboth as challenging, as well as overall positive experiences that have the potential to change, both at individual, classroom and school level. Although the manifestations differ for students and teaching staff, the findings indicate growth, both with regard to their connection with others and the school, to the acquisition of new insights and to their personal development. Being involved in a student-teacher partnership appears to stimulate actors to take action for improved classroom or school practice. Finally, this study provides insights in the conditions for successful implementation of student-teacher partnerships: (1) at individual level: intending forfull student-teacher partnerships, (2) at classroom level: using solution-oriented approaches, and (3) at school level: providing in facilitating structures and investing in a supportive school culture.
Original languageEnglish
Publication statusAccepted/In press - Aug 2019
EventJURE Conference 2019: Junior Researchers Thinking Tomorrow's Education - RWTH Aachen University, Aachen, Germany
Duration: 10 Aug 201911 Aug 2019
https://www.earli.org/JURE2019

Conference

ConferenceJURE Conference 2019
CountryGermany
CityAachen
Period10/08/1911/08/19
Internet address

    Research areas

  • Qualitative methods, Teacher professional development

ID: 45580740