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

FORUM - ISSN 0963-8253
Volume 58 Number 2 (2016)

Reasons to Be Cheerful? Why Teachers' Beliefs Could Yet Bring about Change in Schools
JON BERRY, pages 257-266
DOI: 10.15730/forum.2016.58.2.257

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 pupilâ€"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.

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To cite this article
JON BERRY (2016) Reasons to Be Cheerful? Why Teachers' Beliefs Could Yet Bring about Change in Schools, FORUM, 58(2), 257-266

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