Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 11 Number: 2 Page: 65–90
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Teacher Roles in `World Studies' Democratic Pedagogy
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Doug Harwood
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This paper discusses the role and behaviour of the teacher in 17 sessions using activities derived from the World Studies 8 13 Project. Three different types of pedagogy are identified: (1) high percentage
teacher-impartiality with high percentage pupil-initiative; (2) high percentage teacher-impartiality with low percentage pupil-initiative; and (3) low percentage teacher-impartiality with low percentage
pupil-initiative. Most commonly, the teacher adopted a central role, when present, and this was accompanied by low levels of pupil-initiative. Some teachers faced a dilemma, in trying to balance simultaneously
a commitment to democratic pedagogy with their own strongly held personal beliefs. The final debriefing was the time when they eventually allowed their personal viewpoints to take precedence. Patterns of
children s participation were influenced by the role adopted by the teacher. Contributions were invariably short and restricted when the teacher was in the instructor role and were usually dependent upon
a question formulated by the teacher. The impartial facilitator role correlated with more elaborated and extended verbal contributions from the pupils, especially when the teacher used chairing skills to
manage the interaction.
© Taylor & Francis Ltd
© Taylor & Francis Ltd
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