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‘The teacher who helps children learn best’: affect and authority in the traditional primary classroom

Hargreaves, E; El Hawary, D; Mahgoub, M; (2017) ‘The teacher who helps children learn best’: affect and authority in the traditional primary classroom. Pedagogy Culture and Society , 26 (1) pp. 1-17. 10.1080/14681366.2017.1314318. Green open access

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Abstract

This paper draws on the views of nearly 400 Year 5 pupils across nine classes in three government primary schools in Alexandria, Egypt. It explores how they perceived the role of affect in their classroom; and their teachers’ authority. By presenting pupils with sentences to complete, our research explored how the prevailing traditional approach to teaching influenced pupils in their English classroom. We also collected data by interviewing 38 pupils individually and carrying out Group Interviews with the pupils’ teachers. We concluded that pupils were acutely aware of how their feelings and their relationship to the teacher influenced their capacity to learn cognitively. Many of them said that they did not respect those teachers who refused to exercise an ethic of care in the classroom. In these cases, they did not see their teachers as authoritative; and pupils’ learning was impeded.

Type: Article
Title: ‘The teacher who helps children learn best’: affect and authority in the traditional primary classroom
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/14681366.2017.1314318
Publisher version: http://dx.doi.org/10.1080/14681366.2017.1314318
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Egypt, ethic of care, authority, affect, classroom learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1545105
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