Student voice and teacher voice in educational research: a systematic review of 25 years of literature from 1995–2020

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2023-10-16 DOI:10.1080/03054985.2023.2257132
Jenna Gillett-Swan, Aspa Baroutsis
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Abstract

In recent years, there has been an increasing interest in student and teacher voice in education. What distinguishes ‘teacher voice’ or ‘student voice’ from simply reflecting participants’ views as a source of data is the placement of participants in an empowered participatory position. It is the positioning of their voice as consisting of more than a process, and as something with value and power that extends voice engagement as one beyond that of informant. While research might focus on either student voice or teacher voice in isolation, there are few studies that position voice as something with power, and integrate the perspectives of both groups as being views that matter. This systematic review investigates and describes the nexus between student voice and teacher voice in educational research over 25 years and provides a framework for identifying the extent to which certain views and perspectives are prioritised in research, and whether the participatory function of the positioned research is doing what it sets out to do.
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教育研究中的学生声音和教师声音:对1995-2020年25年文献的系统回顾
近年来,人们越来越关注学生和教师在教育中的声音。“老师的声音”或“学生的声音”与仅仅反映参与者的观点作为数据来源的区别在于将参与者置于被授权的参与地位。这是将他们的声音定位为不仅仅是一个过程,而且是一种具有价值和力量的东西,将声音参与扩展为一种超越信息提供者的东西。虽然研究可能会孤立地关注学生的声音或教师的声音,但很少有研究将声音定位为具有权力的东西,并将两个群体的观点整合为重要的观点。这篇系统综述调查并描述了25年来教育研究中学生声音和教师声音之间的联系,并提供了一个框架,用于确定某些观点和观点在研究中被优先考虑的程度,以及定位研究的参与功能是否正在做它所要做的事情。
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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