Faculty of Education - Research Publications

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Author: DUGGAN, SHANE × End date: 2017 × Start date: 2016 × Type: Journal Article ×

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    Learning with and from: positioning school students as advisors in pre-service teacher education
    Cahill, H ; Coffey, J ; McLean Davies, L ; Kriewaldt, J ; Freeman, E ; Acquaro, D ; Gowing, A ; DUGGAN, S ; Archdall, V (Taylor & Francis, 2016)
    This article reports on an innovative pedagogical approach within the Learning Partnerships program in which school students help to ‘teach the teachers’ within pre-service teacher education. Classes of school students join with classes of pre-service teachers to provide input on how teachers can enhance school students’ engagement and wellbeing. The article draws on data collected from 125 students (aged 13–16) and 120 pre-service teachers in these workshops. Findings generated from a mixed methods study combining pre-workshop focus groups (n = Students: 38, Teachers: 33) and post-workshop focus groups (n = Students: 69, Teachers: 15) and post-workshop surveys (n = Students: 96; Teachers: 101) demonstrated that the workshops were mutually beneficial for both students and pre-service teachers. Participants found that workshopping together enhanced their belief in the possibility of positive student–teacher relationships. The pre-service teachers reported greater confidence in communicating with young people about the issues that affect student engagement and wellbeing. The school students reported that they were more willing to use teachers as a source of help. Implications include the need for increased attention to a ‘third space’ for learning in teacher development which provides opportunity for learning with and from young people about how to foster their engagement and wellbeing.
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    Understanding temporality and future orientation for young women in the senior year
    Duggan, S (Taylor & Francis Ltd, 2017)
    This article considers how time is imagined, lived, and desired in young women’s lives as they undertake their final year of secondary school studies in Melbourne, Australia. It argues that economic and competitive imperatives have intensified for many young people in recent times, manifesting in an educational apparatus that increasingly defines the parameters of success and achievement in terms of self-regulation and personal responsibility, and that this is particularly pronounced for young people as they prepare for, and aspire towards tertiary pathways. This article draws upon interviews and a-synchronous ‘blog’ posts from two young women who participated in a year-long study of young people enrolled in their final year of secondary school studies. It suggests that the intensification, compression, and control of time in educational discourse around the senior year plays a powerful role in self-making for young women in particular.