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Title: Pedagogy, empowerment and discipline : comparative perspectives of novice teachers in England and Turkey reflecting on 'the other'
Authors: Busher, Hugh
Lawson, Tony
Wilkins, Chris
Acun, Ismail
First Published: 18-Feb-2011
Publisher: Taylor & Francis for British Association for International and Comparative Education
Citation: Compare: A Journal of Comparative and International Education, 2011, 41 (3), pp. 387-400
Abstract: This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the ‘Other’ as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist and inclusive approaches to pedagogy and the relevance to successful pedagogy of listening to students’ voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships.
DOI Link: 10.1080/03057925.2011.552905
ISSN: 0305-7925
eISSN: 1469-3623
Type: Journal Article
Rights: Archived with reference to SHERPA/RoMEO and publisher website. Copyright © 2011 British Association for International and Comparative Education. This is an Accepted Manuscript of an article published by Taylor & Francis in Compare: A Journal of Comparative and International Education on 2011-02-18, available
Appears in Collections:Published Articles, School of Education

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