JAMES LEIGH, HOUSEMASTER AND TEACHER OF HISTORY, CANFORD SCHOOL, UK
Introduction
In recent decades, the landscape of pedagogy has shifted significantly, with greater emphasis placed on developing learners who are autonomous, resilient and equipped with the skills with which to navigate an increasingly complex world. Within this context, pupil autonomy and agency have become central themes in educational theory and practice. Innovative pedagogies are no longer defined solely by the adoption of new technologies or teaching strategies, but by the extent to which they empower pupils to take ownership of their learning, contribute meaningfully to school culture and shape their educational experiences (Rudduck and Flutter, 2004; Mitra, 2018). This shift towards recognising pupil agency is not only a pedagogical priority but also an accountability expectation. Inspection frameworks in both the state and independent sectors now explicitly foreground the importance of pupil voice. The Ind
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's £1 per year for trainee teachers and half price for ECTs) or log in if you're already a member.
