Staff, university and country context
University of Strathclyde. Project lead: Dr Navan Govender. The educational, policy and initial teacher education context will be developed with the country team, retaining local priorities and language.
Language:
COUNTRY — SCOTLAND
Scotland: youth voice, creative pedagogy and teacher education
University of Strathclyde · Dr Navan Govender. Locally responsive youth voice and teacher education.
Youth priorities and youth voice
Participant groups, methods, consented youth evidence, photography and video are in progress.
In progress
Media in progress
Photography · illustration · film · audio · artefactsScotland Youth Catalysts illustration
Youth Catalysts for Action
- Country-specific catalysts are in progress and will retain young people’s language and critical edge.
Partners
University partner: University of Strathclyde. Creative practitioners, youth organisations, schools and policy partners will be added as confirmed.
Pedagogical response
Co-designed pedagogical responses will be added as this phase develops.
ITE learning and voices
Emerging focus-group analysis identifies three connected themes. First, a critical–creative–affective professional habitus enabled student teachers to take creative risks and collaborate. Second, students explored how professional standards might be understood and used to advance social-justice education. Third, hopeful visions of inclusive, creative teaching met the realities of under-resourcing and bureaucracy, locating the policy–implementation gap in systems rather than simply in individual teachers.
In progress
Media in progress
Photography · illustration · film · audio · artefactsWhat students said
Quotations, audio, film and creative artefacts will be added with consent and clear attribution.
In progress
Media in progress
Photography · illustration · film · audio · artefactsEmerging impact
- Prior experience of creative practice within the PGDE English programme supported rapid, critical and collaborative engagement.
- Students connected creative responses with the practical demands of provisional and full professional registration.
- The contrast between professional hope and constrained school realities highlights the need for institutional as well as individual change.
Research and resources
Methods, findings, publications and downloadable materials will be added with evidence status, language and attribution clearly labelled.