Pupils have a significant contribution to make in the construction of knowledge about teaching and learning in schools. Therefore, consultation with pupils should play a significant role in the pursuit of pedagogical advancement.
This study explores pupils’ conceptions of effective poetry teachers at Leaving Certificate level in Ireland. Taking a phenomenographic approach, this study draws on interviews conducted with 23 senior cycle pupils.
Set against a transcontextual backdrop of pupil apathy and disengagement in the poetry classroom, this study identifies five significant categories of learning for pre-service teachers aiming to optimise student engagement within the poetry classroom.
The imperative for action, specifically at pre-service level, is outlined and recommendations in the pursuit of pedagogical advancement in the poetry classroom are proposed.
- agency; creativity; pedagogy; poetry; pupil voice; teacher education