AbstractudThis study investigates the effects of reconceptualising approaches towards teachers’ Continuing Professional Development [CPD] through an action research project which enabled a situation to develop where the pupils became the educators and teachers the learners. The study, which became known by the pupils and staff involved as the Teach a Teacher project, took place in one secondary school in England over an eighteen-month period between 2013 and 2015. The cohort of participants was self-selecting and involved sixteen Year 8 pupils (aged 12–13) and eight teachers. Working in pairs, pupils then negotiated and delivered an individual programme of Information and Communication Technology [ICT] CPD for their chosen member of staff.ududDuring the period of this study, I undertook observations of pupils training their teachers, carried out interviews with the teachers and conducted focus groups with the pupils. Through gathering this data, I was able to evaluate how the exchange of technological expertise not only brought about a step-change in teaching and learning, but also brought about a change in the relationships between teachers and pupils. To articulate these converging themes, this research draws upon the theoretical bodies of work on student voice, and teachers’ CPD. In the interest of developing a deeper understanding of the social dynamics that underpin these educational landscapes, the literature on school leadership, as well as the debates concerning digital ‘natives’ and digital ‘immigrants’, and therefore perceived generational divisions, are also briefly explored. ududThe most compelling and substantive outcome of the research was not just the extent to which the process of role reversal was openly embraced, but how this led a mutual empathy to develop between pupils and their teachers. Research on pupils providing ICT CPD for their teachers in English secondary schools is essentially non-existent. This thesis is the only study which presents both pupils’ and teachers’ perspectives on their involvement in providing a highly effective and supportive, yet underestimated model of teachers’ CPD.
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机译：摘要 ud本研究通过一项行动研究项目研究了重新概念化方法对教师持续专业发展[CPD]的影响，该项目使学生成为教育者和教师成为学习者的情况得以发展。这项研究被称为“教师教学”项目的学生和教职员工所熟知，该研究在2013年至2015年的18个月内在英格兰的一所中学进行。参与者的群体是自选的，参与了16年8名学生（12-13岁）和8名老师。学生们成对工作，然后为选定的教职员工协商并交付了单独的信息和通信技术（ICT）CPD计划。 ud ud在研究期间，我观察了学生对教师进行培训的情况，并进行了访谈与老师一起，并与学生进行焦点小组讨论。通过收集这些数据，我能够评估技术专长的交流不仅如何导致教学的逐步变化，还如何改变师生之间的关系。为了阐明这些趋同的主题，本研究借鉴了有关学生声音和教师CPD的理论工作。为了对构成这些教育格局的社会动力有更深入的了解，还简要探讨了有关学校领导力的文献以及有关数字“本地人”和数字“移民”的辩论，以及因此而引起的世代分化。 。 ud ud研究的最引人注目和实质性成果不仅在于公开接受角色转换过程的程度，还在于它如何导致学生和老师之间形成同情心。根本不存在对英语中学为教师提供ICT CPD的学生的研究。本论文是唯一一项展示学生和教师对他们参与提供一种高效，支持性但被低估的教师CPD模型的观点的研究。
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