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Student Voice and
Teacher Professional
Development
Knowledge Exchange
and Transformational
Learning

David Morris
 Student Voice and Teacher Professional
Development

“The ultimate goal of educators’ professional learning is to enhance their posi-

tive impact on students. Notably absent in these efforts has been the perspectives
of students on how best to accomplish that. In thoughtful and practical ways,
David’s book provides long-needed guidance on how to gain and use the essen-
tial voice of students in planning effective professional learning experiences for
educators. All levels of educators will find his insights helpful.”
—Thomas R. Guskey, Professor Emeritus, University of Kentucky, USA and
Senior Research Scholar, University of Louisville, USA

“David Morris makes concrete the possibilities for authentic student engage-
ment in teacher professional development. He presents a dialectical engagement
between theory and practice through a rich case study, to critique the potential
for democracy in schools through students-as-producers of their own educa-
tional experiences. Inside a humanist tradition in which empowering relation-
ships emerge, this returns to the idea that the educator must be educated: and
who better to do so than the students themselves?”
—Richard Hall, Professor of Education and Technology, De Montfort
University, UK

“Anyone planning to design professional development for teachers to engage

with technologies should read this book. David Morris has given serious atten-
tion to innovative and trust-based partnerships between pupils and teachers as a
foundation for teachers to develop their use of technologies. The implications
are profound – the book forces us to wonder how any professional learning can
be designed without pupil partnership as a major consideration.”
—Caroline Daly, Reader in Education, UCL Institute of Education, UK
 David Morris

Student Voice and

Teacher Professional
Development
Knowledge Exchange and
Transformational Learning
David Morris
London, UK

ISBN 978-3-030-23466-9    ISBN 978-3-030-23467-6 (eBook)

https://doi.org/10.1007/978-3-030-23467-6

© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland
AG 2019
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and trans-
mission or information storage and retrieval, electronic adaptation, computer software, or by similar or
dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, express or implied, with respect to the material contained herein or for any
errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional
claims in published maps and institutional affiliations.

This Palgrave Pivot imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
This book is dedicated to those who departed between 2009 and 2014. In
memory of my brother, Phil; my mother, Ros; my father, John; my aunt,
Emmie; my beloved mother-in-law, Shigeko, and my best friend Nick
Thornton who was proud—while he was still here—to wear the Teach a
Teacher badge.
 Preface

It is important to understand that this book not only reflects the culmi-
nation of over twenty years’ experience in education as a teacher of chil-
dren and adults but also stems from my own experiences of the education
system as a child and from my own experience of adult life. I received my
schooling during the 1960s and 1970s and the climate in schools back
then, as well as the social and pastoral attitudes towards children, was
very different to how they are at the time of writing this book. I have one
distinct memory from 1971 when I was nine years old and was in what
would now be Year 5. It was in the middle of winter, perhaps a January or
February afternoon, and it was a Design and Technology lesson where we
were making wicker baskets. I’m not sure why, but the permitted materi-
als included the use of needlework pins, perhaps to hold the work in
progress in place. It was, possibly, through a lack of engagement, teacher
supervision or clear instruction (class size 37), or plain malevolence that
two of my classmates chose to walk around the classroom and use the
pins to prick other children in the arm. This was, obviously, a terrible
thing to do, but there was no discussion and they were sent to the
Headteacher (with a note written by the teacher) and later returned to
the classroom extremely distressed. They had been caned and I was
shocked to see the extent of the damage to their hands which, to me,
conveyed an early and powerful message concerning the underlying bal-
ance of power between pupils and teachers.
vii
viii Preface

It wasn’t until 1986—seven years after I had left school—that corporal

punishment was finally banned in UK schools and so the threat of being
caned by a teacher was still a part of my student experience during my
secondary education. This is not to say that my teachers weren’t humane
or that I didn’t enjoy good relationships with them. Indeed, in contrast to
the episode described above, I have one very powerful memory from
1974 of my then form teacher. During form time, the class was allowed
a certain amount of autonomy and we were asked to undertake a research
project of our choosing. It took some persuading but eventually our form
tutor allowed myself and my friend to do our projects on David Bowie.
At the time, and at the age of thirteen, this seemed both an incredible
freedom and luxury—to be able to read music magazines in class as part
of our research without having them confiscated and never to be seen
again. Although neither of us mentioned it, I think we were both aware
that our teacher had placed a significant amount of trust in us and in turn
we very much respected her for that and we worked extremely diligently
on our projects.
To place the above personal experiences in their historical context is to
understand that at the time, any notion of student voice or canvassing the
opinions of pupils was almost non-existent in schools—including the
school I attended. There were student prefects, and I was one of them,
but our role was primarily to enforce the school rules of pupils not being
allowed into the buildings during break times rather any notion of
empowering the prefects by giving them a role with responsibility. The
antecedents of student voice will be discussed more fully in Chap. 2, but
for now it is pertinent to note that there were educational thinkers at that
time such as Lawrence Stenhouse who in 1975 in his book, An Introduction
to Curriculum Research and Development, promoted the importance and
value of listening to what pupils had to say. However, it wasn’t until
1989—three years after corporal punishment had been banned in
schools—that the cornerstone of the principles of student voice was put
in place in the form of the United Nations Convention on the Rights of
the Child (UNCRC)—five years prior to my decision to become a teacher.
I entered the teaching profession at the relatively late age of thirty-four
and so since leaving university, I had acquired a range of vocational expe-
riences which included work as a computer operator specialising in
 Preface ix

­ esktop publishing. The work, however, became repetitive as well as

d
unfulfilling and after becoming a father in 1990 and having a second son
in 1992, the way I viewed the world changed, as well as how I perceived
my role in it. My own father had been an absent father as I’m sure was the
case for many fathers in the cultural climate of the 1960s, where you
never saw a man pushing a pram. Maybe as way of compensating for my
own childhood experiences I couldn’t spend enough time with my chil-
dren and, being self-employed, I had periods of time when I wasn’t work-
ing and so I was able to be fully involved in their social and educational
development. To me, this was not just a pleasure but a luxury, and it now
seems somewhat archaic that shared paternal leave didn’t arrive in the
work place until 2015. In 1994, when my oldest son was four, I embarked
on a primary Post Graduate Certificate in Education (PGCE) at the
Institute of Education (IoE) and entered my first teaching post the fol-
lowing year. At that time, the internet and subsequent ‘knowledge revo-
lution’ had not arrived in schools or in peoples’ homes, and the job I
would apply for in 2004—as Senior Lecturer with ICT—and the posi-
tion which I held when I began work on this book—did not yet exist.

London, UK David Morris

 Acknowledgements

This book is based upon a Doctoral thesis in Education which was com-
pleted at the University of East London in July 2017. I will be forever
indebted to my trustworthy Director of Studies, Professor Gerry
Czerniawski, who saw this journey through from start to finish, through
thick and thin, and without whom the completion of this expedition
would not have been possible. Thank you so much for your faith and
belief in me.
I would also like to thank my supervisors—Dr. Alex Alexandrou, Dr.
Ayo Mansaray and Dr. John Trushell—who guided me at various points
along the way and without whom I would never have seen the light. A
special thanks also goes out to my friend and confidant Dr. Dave
Cudworth who kept me sane throughout the journey.
A book is never the product of one person’s effort or labour alone and
so I would like to express my gratitude to Eleanor Christie and Becky
Wyde at Palgrave for their belief, patience and support in getting my
work published. Thanks also to all the teachers and pupils who gave freely
of their time to talk to me—without you there would be nothing to write
about. Further thanks go to the Headteacher of the school and my gate-
keeper for letting me become a part of their community. I am unable to
name you here, but you know who you are.
The author would like to thank the following people for their kind
permission in allowing him to reproduce their work in this book:
xi
xii Acknowledgements

Prof. Michael Fielding – University College, London

Prof. Thomas Guskey – University of Kentucky
Prof. Roger Hart – City University of New York
Dr. Caroline Daly – University College, London
 Contents

1 Introduction  1

2 Student Voice in Schools 25

3 Teacher Professional Development (TPD) in Schools 45

4 Relationships Between Pupils and Teachers 73

5 Knowledge Exchange Between Pupils and Teachers 93

6 An Evaluation of the “Teach a Teacher” Project111

7 Recognising ‘The Treasure in Our Very Own Back Yards’131

Index149

xiii
 Abbreviations

Becta British Educational Communications and Technology Agency

CAS Computing at School
CBT Computer-Based Training
CPD Continuing Professional Development
CUREE Centre for the Use of Research and Evidence in Education
DfE Department for Education
DfEE Department for Education and Employment
DfES Department for Education and Skills
DLN Digital Leader Network
EAL English as an Additional Language
EHC Education, Health and Care
GTC General Teaching Council
ICT Information and Communication Technology
INSET In-Service Educational Training
IT Information Technology
IWB Interactive Whiteboard
MCP Multigenerational Connection Programme
NCLS National College for Leadership of Schools
NCSL National College for School Leadership
NFER National Foundation for Educational Research
NQT Newly Qualified Teacher
OECD Organisation for Economic Co-operation and Development
Ofsted Office for Standards in Education

xv
xvi Abbreviations

ONS Office for National Statistics

PGCE Postgraduate Certificate in Education
QTS Qualified Teacher Status
SEN Special Educational Needs
SMT Senior Management Team
SoN State of the Nation
TDA Training and Development Agency
TPD Teacher Professional Development
TTA Teacher Training Agency
UNCRC United Nations Convention on the Rights of the Child
UNICEF United Nations International Children’s Emergency Fund
 List of Figures

Fig. 2.1 The Ladder of Participation. (After Hart 1992) 29

Fig. 3.1 The ICT CPD landscape. (After Daly et al. 2009) 58

xvii
 List of Tables

Table 2.1 Patterns of partnership: How adults listen to and learn with
students in school 28
Table 3.1 Five levels of professional development 54

xix
 1
Introduction

Abstract The aim of this opening chapter is to identify the pedagogical

motivation which led to the study presented in this book—and the sub-
sequent premise that there needs to be a step change in terms of recognis-
ing how pupils may support their teachers with their professional
development activity. The bodies of literature which are of relevance here
concern student voice and teacher professional development (TPD), and
their significance is briefly outlined before presenting the research setting,
the research questions and the data collection methods used. A brief sec-
tion follows which provides a lexicon of the terminology used in this
book before ending with outlines of the remaining chapters.

Keywords Student voice • Teacher professional development •

Information and Communication Technology • Action research

© The Author(s) 2019 1

D. Morris, Student Voice and Teacher Professional Development,
https://doi.org/10.1007/978-3-030-23467-6_1
2 D. Morris

An Orientation to This Book’s Focus

The study documented in this book explores the processes and experi-
ences of a group of pupils taking responsibility for delivering a pro-
gramme of teacher professional development (TPD) with Information
and Communication Technology (ICT) for their teachers in an English
secondary school. The body of research which exists in this area is
extremely limited, and where comparative studies or literature can be
drawn upon, they are either sketchy or pertain to socio-cultural condi-
tions which are both distinct and removed from the English educational
system reported here. Although parallels are made with an Arab-Israeli
study (Gamliel and Hazan 2014)—as will become evident in Chap. 3—
what does emerge is the unique contribution that this book makes to the
existing bodies of literature on student voice, and teachers’ professional
development, particularly in terms of exemplifying the ways in which
pupils can become empowered to initiate and support aspects of their
teachers’ professional learning.
The motivating concerns that led to the study documented here stem
from my own experiences and beliefs as a teacher, not only in recognising
pupils’ technological knowledge—regardless of their age—and their
enthusiasm and willingness to share this expertise with their teachers but
also how empowering this exchange can be for both pupils and teachers.
In my role as a teacher educator, I have seen pupils as young as five assist
trainee teachers who are new to using an Interactive Whiteboard (IWB)
by showing them how to perform a particular operation or function
which helps to move the lesson forwards. Pupils clearly enjoy assisting in
this way and teachers are thankful for their input, and to me, this seemed
to be a suitable medium—in terms of promoting student voice—with
which to explore how traditional power relations can be reversed and
therefore reconfigured. Although this process of role reversal whereby the
pupil becomes the ‘teacher’ and the teacher becomes the learner may be
threatening for some teachers, I have seen first-hand in the classroom
how it builds positive relationships between teachers and pupils which
are centred around teaching and learning. The research study reported
here was therefore perceived to present an opportunity to extend and
 1 Introduction 3

formalise these transformative partnerships. Given the existing body of

student voice literature which reports on the benefits of pupils and teach-
ers working collaboratively (Fielding 2011; Mitra and Gross 2009;
Rudduck 2005), another motivational factor behind the study was to
improve relationships between teachers and pupils at the same time as
shifting cultures within the school with the aim of embedding what the
pupils and teachers referred to as the Teach a Teacher project into school
policy. In doing so, it was hoped that this partnership would establish a
self-sustaining system of ongoing TPD at The Appledawn School
(pseudonym).
My interest in this area of research, which draws upon the concepts
associated with student voice and TPD, stemmed from a secondment to
the now defunct, but then internationally respected, British Educational
and Communications Technology Agency (Becta). My remit for this sec-
ondment which took place between 2008 and 2009 was to produce a
report for Becta detailing the ICT competencies and skills of the UK
teaching workforce. What follows is a summary of how that research
sparked my interest for the study documented in this book.
There were two research findings uncovered by Becta—which for
me—stood out as being significant. The first was that nearly 40% of sec-
ondary school teachers and 20% of primary teachers had sought advice
from pupils about the use of ICT (Kitchen et al. 2007). The second was
the extent to which newer technologies were reportedly underemployed
in lessons with the use of instant messaging, wikis, blogs and other Web
2.0 tools being very rare at the time with many teachers being mostly
unfamiliar with these types of application (Becta 2008). Given that most
pupils of secondary school age engage with social media on a daily basis,
my premise was that if teachers could be taught how to use these applica-
tions by pupils, then teachers could use their pedagogical knowledge to
incorporate these technologies into their subject teaching. The idea,
therefore, was that allowing pupils to access and use these tools in lessons
would not only bring about greater engagement with their learning but
also enhance student-teacher relationships. Although ambitious in prin-
ciple and given the unpredictable nature of empirical school-based
inquiry, events did not transpire or develop as anticipated. In fact, rather
than addressing teachers’ knowledge with using new and emerging tech-
4 D. Morris

nologies, the pupils in the study reported here were engaged in providing
their teachers with ICT training in the use of Microsoft Office software
such as PowerPoint and Movie Maker.
In 2013 I began the fieldwork at Appledawn, which is a co-educational
academy for eleven- to eighteen-year-olds with approximately 1200
pupils on role. Along with a member of the Senior Management Team
(SMT) who acted as the gatekeeper for the research, it was agreed to carry
out the project with Year 8 pupils (twelve- to thirteen-year-olds). This
year group was chosen because they were neither new to the school nor
did they have the pressure of studying for examinations. Sixteen pupils
and eight teachers were involved in the project with pupils volunteering
and then nominating and approaching the teachers they wanted to work
with. Overall, I spent eighteen months in the school, and although I
parted ways having completed my fieldwork in 2014, the project (under
internal leadership) continued to develop and was still active at the time
the gatekeeper left the school to take up another post elsewhere in 2017.
Given that the study reported in this book involved pupils and teach-
ers using technology, there is, subsequently, some discussion of the gen-
erational digital debate in Chap. 6. It is important to establish at this
point, however, that this book supports the view that it is necessary to
take into account how people’s experiences, attitudes and backgrounds,
as opposed to just their age, may determine how they respond to or
engage with ICT and that the belief that age alone presents a barrier to
teachers engaging with technology may therefore be unfounded. Teachers
with traditionally held beliefs, for example, those favouring children
climbing trees rather than using computers (Cordes and Miller 2000),
may choose to resist using technology in their teaching or as part of
pupils’ learning, even if they are technologically competent themselves
(Hermans et al. 2008).
This book presents an argument for a much-needed step change as to
how, and from whom, teachers may receive or otherwise engage with
support for their professional learning. The overarching aim and purpose
of using an innovative student voice initiative was not just to support
teachers’ professional development with ICT but also to provide a
medium to build trust and empathy and thereby develop and enhance
relationships between pupils and teachers. The research questions for the
study reported here are as follows:
 1 Introduction 5

How might pupils leading TPD with ICT influence the ways in which teachers
and pupils engage with technology?
In what ways might pupil-led TPD affect the relationships between pupils and
teachers, and between the pupils themselves?
How is pupil-led professional development for teachers different to peer-peer or
professionally led TPD, in terms of both experiences and skills development
for teachers and pupils?

To conclude, although technology plays a distinct role in this study, it

is not the main focus since this book neither seeks to present a case—or
study—concerning the effectiveness or merits of specific digital technolo-
gies in education nor does it seek to investigate or make judgements con-
cerning the benefits or processes of preparing teachers in-service for the
routine or advanced use of ICT in teaching. Technology, as well as teach-
ers’ and pupils’ digital literacy skills, is incidental to this book and so ICT
serves as the means—or rather the vehicle—for the study, whereas the
synergy between TPD and student voice forms the ends and therefore the
main focus of this book.

 he Literature: Student Voice and Teacher

T
Professional Development
This book positions itself in relation to the bodies of literature on student
voice and TPD. The function of these two facets—voice and TPD—is
crucial to this book because they provide conceptual coherence in offer-
ing explanations as well as justifying conclusions which are important in
terms of establishing the unique contribution that this book makes to
these two areas. Although considered in more detail in Chaps. 2 and 3,
the fundamental gap in knowledge highlighted here concerns a conspicu-
ous lack of literature pertaining to any student-led initiatives in the UK
which involve pupils taking responsibility for orchestrating their teachers’
professional learning and development.
Over the last two decades, seeking the views of students has gained
prominence as an accepted forum in schools, not just as a way of valuing
pupils’ unique perspectives on often-neglected issues (Fielding 2010) but
6 D. Morris

also as a vehicle for steering school reform (Mitra 2004). The success of
student voice initiatives and the extent to which they are democratic pro-
cesses is largely dependent upon strategic leadership and the school envi-
ronment that this generates (Barber et al. 2010; Smyth 2006). However,
although school leadership and the debates concerning democracy when
implementing student voice initiatives are not the primary focus of this
book, they are given some consideration in Chap. 2.
From a wide—and ever-growing—body of literature on student voice,
it becomes clear that there is a diverse landscape and disparity in terms of
policy, practice and the perceived benefits and shortcomings that pupil-­
led initiatives have in relationship to the role that these may or may not
play in schools (cf. Batchelor 2006; Bragg 2007; Demetriou and Wilson
2010; Fielding 2011, 2016; Gunter and Thomson 2007; Mitra et al.
2012; Rudduck 2004, 2005). Although there are studies which investi-
gate pupils’ involvement in school-wide reforms or where students take
on leadership roles (e.g., Goodman and Eren 2013; Lavery and Hine
2013; Taines 2014), research in this area is still thin on the ground.
Research on pupils providing TPD for their teachers is virtually non-­
existent, and the only cases found (EdFutures 2018; Gamliel and Hazan
2014; Pachler et al. 2010) are considered later in this book, although
other studies do exist outside of the school setting where teenagers have
given ICT training to senior citizens (Kolodinsky et al. 2002; Lundt and
Vanderpan 2000).
In addition to student voice—and essential to interpreting and under-
standing the situation under investigation here—is the need to explore
the literature on TPD. This presents its own challenges because there is a
plethora of labels which surround this term which makes it difficult to
arrive at a clear definition although this receives further discussion in
Chap. 3. There is the widely held view that effective TPD can be mea-
sured in terms of its impact on the quality of teaching and learning
(Cordingley et al. 2003; DfE 2016; Goodall et al. 2005), and so, by
implication, the success of TPD initiatives can therefore be seen as being
synonymous with improved outcomes for pupils (McCormick et al. 2008;
Timperley 2008). With this equation between effective TPD and pupil
outcomes in mind, of particular significance to this book is the ubiquitous
assumption in the literature—whether tacitly or implied—that TPD will
 1 Introduction 7

be delivered by other adults in school or by outside educational experts,

and not by pupils. This omission of pupils being seen—or even being
considered—to orchestrate or deliver TPD is filled to some extent by the
contribution that this book makes to the literature on pupils as ‘educators’
of teachers.
It follows—given the participants of the study reported in this book
are children and adults—that there needs to be some acknowledgement
of the debates which concern the generational division (Hollingworth
et al. 2011), the digital gap (Gu et al. 2013) and the digital natives debate
(cf. Bennett and Maton 2010; Johnson 2009; Prensky 2001; Teo et al.
2016). There are contentions and contradictions within these debates on
the extent to which age and experience determine practices with
ICT. From the position that this book takes, however, it is important to
entertain the associations and perceptions that people have about ICT as
much as it is to consider the reality of the ways in which the use of ICT
manifests itself in schools (Beadle 2016).
Finally, considering this book concerns the delivery of professional
development by pupils for their teachers in an English school, it is appro-
priate to acknowledge the concepts of student voice and TPD from an
international perspective. This is because student voice operates in differ-
ent ways in different countries and where it may be valued and recognised
in England, educational policy in the United States, for example, differs
insofar as it tends to inhibit rather than promote student participation
(Mitra et al. 2014). Similarly, the provision of TPD in Europe also varies
where in half of EU countries, TPD is optional rather than statutory as it
is in the UK (Caena 2011). This book does not have the scope to fully
explore these differences and will employ footnotes to denote where there
may be deviations in practice between the UK and other countries.

The Context of This Study

The Appledawn School is situated in a semi-rural location on the London
fringe. According to the school’s 2013 Ofsted report, nearly all the stu-
dents are white British and the proportion of pupils who have English as
an additional language (EAL) is 1.2% which is well below the national
8 D. Morris

average (15%). The percentage of pupils with a statement of special edu-

cational needs (SEN) or Education, Health and Care (EHC) plan is
1.6% which is broadly in line with the national average of 1.8%. Data
from the Office for National Statistics (ONS 2011) point towards the
area as being nationally above average in terms of economic affluence and
social mobility. The school is oversubscribed and academically students
achieve well above the national average in GCSEs and A Levels. The
school has also created an environment which actively promotes student
voice initiatives (Appledawn School Brochure 2013).
There were a number of reasons why I chose to carry out my research
at the Appledawn School. Firstly, Appledawn has personal significance
because it should have been the secondary school I attended given that I
lived in the catchment area, but I did not due to my father’s decision to
educate me at another school elsewhere. An influential factor in choosing
Appledawn was because the Deputy Headteacher was well known to me
as I had previously worked alongside her in another local secondary
school. This relationship was pivotal in terms of feeling comfortable in
carrying out the project at the school, given the levels of professional
respect and trust which already existed between us. ‘Trust’ is an instru-
mental commodity in educational settings and is critical not only in
terms of a pre-requisite for endeavours involving risk and change (NCSL
2010) but also in terms of ‘gut feelings’ (Leithwood et al. 2007: 41) and
ensuring that ‘the right people [are] on the bus’ (Ritchie and Woods
2007: 375). I also personally believe that the more we are connected with
a place and the people within it, the better we are able, through our own
habitus—that is to say our biographical history and socio-cultural dispo-
sitions—to understand and comprehend both the complexity of the field
and those players who have agency and operate within it (Bourdieu and
Wacquant 1992).
The process of stepping into a setting which is not of one’s own making
with a view to reviewing the practice of others and bringing about insti-
tutional change may, on the surface, appear to contradict the spirit of
using an action research approach as a means of instigating educational
change in situ. Given that I was visiting the school intermittently, precipi-
tating change in an institution in this way, although less conventional, is
a legitimate way of embracing action research, although sustaining change
 1 Introduction 9

from the outside is more challenging than from within (McNiff et al.
2002). Regarding the study presented in this book, this was undertaken
by working cooperatively with the school whereby, as an outsider, I had
the opportunity to gain trust, build up a rapport with people as well as
getting an overall feel of the place and the situation (Denscombe 2007).
Although my gatekeeper contributed to how the project was launched,
I was keen to ensure that I was involved in deciding how pupils were to
be selected. It was agreed that rather than pupils being chosen by her,
myself or other staff in the school, the pupils would self-select themselves
and volunteer to participate in the research. Potential interest from the
student body was canvassed during a year group assembly as well as via a
notice circulated in Year 8 registers. The main message at the assembly
and in the circular was about how their participation could make a differ-
ence to shaping teaching and learning in school as well as having the
opportunity to become involved in the process of teaching their teachers
IT skills.
Those pupils who showed interest were directed to attend a lunchtime
meeting in a designated room, K-71, to meet me. Twenty-six pupils
turned up which represented just over 10% of the year group. During the
meeting, I was able to have a more detailed dialogue with the students
about what the project would entail and once this was explained to them,
they were able to ask questions. All pupils at the meeting—and new
arrivals at subsequent meetings—were given an information sheet and
consent form to be read and signed by themselves and their parents. The
initial meeting allowed pupils to talk about which teachers they wanted
to work with and why. Once consent forms were returned, pupils gave
my gatekeeper the names of those teachers they wanted to work with. In
the interest of building trust, I felt that it would provide an initial positive
foundation for the partnership if pupils chose the member of staff they
wanted to work with, rather than the other way around.
K-71, a small networked computer suite, became the regular space for
lunchtime meetings and the cohort of pupils gathered several more times
before I established a cut-off point. The reason for this was that pupils
who had come to previous meetings did not show up at the next one, and
pupils who had not attended previously arrived for the first time. During
this period, thirty pupils turned up and expressed interest in taking part
10 D. Morris

in the study. From that point onwards, I based the final cohort on those
who had shown engagement and commitment by attending regularly
and then invited only those pupils personally by name. Despite this, it
took a period of two to three months before I reached the final cohort
which consisted of sixteen pupils who formed themselves into eight pairs
with the view to each pair working with one teacher.
Once pupils had identified the teacher they wanted to work with, it
was agreed that it would be best if pupils approached their chosen teacher
in person. To help facilitate this process, I produced an information sheet
for them to share with their teacher and although this seemed straightfor-
ward, as with the selection of pupils, events did not turn out as expected
with the selection of staff. During the process of identifying and selecting
eight teachers, some twenty teachers were either approached or nomi-
nated by name. The pupil-teacher grid was therefore constantly changing
as some teachers declined and so others needed to be approached in their
place. After several months, the cohort of twenty-four participants for the
Teach a Teacher project was finalised—pupils (16) and teachers (8)—and
to protect both the pupils’ and teachers’ anonymity, pseudonyms
were used.
For both teachers and pupils, participation in the project ultimately
rested with recognising the extent to which they identified with the proj-
ect which in turn determined the degree to which they bonded with each
other in their commitment to achieving shared or common goals which,
in this case, involved a collaborative shift in the existing patterns of teach-
ing and learning using ICT. Ultimately, once the project began it was
down to the pupils to discuss with their teacher what it was they wanted
to learn, as well as where and when the training sessions would take place.
Given that the sample size was small and that I had not thought about
the problem of attrition beforehand, I was fortunate that over the dura-
tion of the project the cohort remained constant with only one teacher
and one pupil withdrawing over the eighteen-month period of the study.
This did mean, however, that I only carried out seven teacher interviews
rather than eight.
Much of the preparatory work described above—as well as ensuring I
had a place to carry out observations and interviews, even getting to
know my way around the building and know pupils’ names—needed to
 1 Introduction 11

be in place before data could be collected. In this respect, this phase of the
research constituted a part of the piloting process. The data, upon which
this book draws, was gathered using the following methods: observations
of pupils working with their teachers (8), one-to-one teacher interviews
(7) and pupil focus groups (4). In addition, the gatekeeper, who was the
Deputy Headteacher at the school, was also interviewed. The pupil-­
teacher observations were videoed and the interviews and focus groups
were audio recorded.
The main reasons for choosing observation as my principal method of
data collection was so that I could observe first-hand the following: (1)
How pupils and teachers negotiated the space they were in, for example
where they sat and who had control of the equipment and when; (2)
How pupils shared, negotiated and orchestrated the learning for their
teachers; (3) How the process of instruction physically took place, what
it was the teacher was being taught and what was happening on their
computer screen; (4) How the use of teaching strategies other than verbal
instructions was being employed, for example, pupils modelling opera-
tions for the teacher or pointing to menu options on screen and; (5) How
non-verbal behaviours such as gestures, body language and facial expres-
sions indicated levels of engagement or interest.
Having observed the teachers working with their pupils, it was logical
to probe their experiences, thoughts and feelings regarding this process
by following up with one-to-one interviews. Rather than limit the discus-
sion to a structured interview with closed questions, I favoured using
semi-structured interviews because they allowed me to probe, and in
doing so, revealed additional information and insights.
I chose to use individual interviews with teachers as a secondary
method of gathering data because they allowed me to: (1) Follow up and
ask them about what they or the pupils said or did during the observa-
tion; (2) Ask them about issues which they might otherwise be sensitive
about discussing in front of their peers, the pupils or members of the
Senior Management Team; (3) Explore or probe their answers to ques-
tions or adopt additional lines of inquiry which might not be easy to do
in a group and (4) Seek their individual opinions about the project and
about the process of role reversal and how they felt themselves and the
pupils had benefitted.
12 D. Morris

The dynamics of the focus groups also enabled the pupils to interact
with each other as opposed to myself controlling the discussion and the
pupils’ views therefore tended to predominate (Cohen et al. 2011). In
addition, the face-to-face meetings facilitated discussion as to how they
see the world and themselves (Deacon et al. 1999). In this regard, it was
felt that the focus groups would provide deeper insights into their experi-
ences and that the pupils would offer their opinions more readily than
during individual interviews. To a large extent, the questions given to the
groups for discussion mirrored those questions given to teachers with the
aim of providing insights and answers as well as triangulating findings. It
was also considered advantageous for the pupils to work in peer groups
where they could make sense of their experiences and formulate their
views (Barbour and Schostak 2005) and therefore be more likely to coop-
erate with one another (Creswell 2005).
To supplement the use of observations and teacher interviews, pupil
focus groups were useful because: (1) Their organisation afforded the
opportunity to have a gender balance and a mix of pupils in these groups
who had taught different teachers and were able to come together and
compare their experiences; (2) It offered a supportive environment for
pupils to voice their opinions openly about the project but without being
in the presence of the teachers; (3) It provided a social dynamic whereby
they could interact with peers they might not otherwise engage with and
(4) It offered a supportive forum where the exchange of ideas meant they
might volunteer opinions or ideas they might not have thought of
independently.
Once transcripts of the observations, interviews and focus groups had
been completed, I began seeking ways of classifying the data and started
out by taking a deductive approach to the analysis by identifying themes.
These provided initial typologies and taxonomies for measuring, cate-
gorising and ordering according to type or properties and hence this exer-
cise started the process of developing a coding system (Walliman 2006).
Taking one theme at a time, I recorded all the occurrences throughout
the full range of transcripts before moving onto the next. Some of the
themes identified (e.g., ‘relationships’) emerged from the literature on
student voice and literature concerned with TPD. Whilst involved in this
process I moved on to focussed coding to further break down themes or
 1 Introduction 13

note new occurrences which had previously been missed. In doing so, I
moved beyond identifying concrete statements into analysing and inter-
preting them (Charmaz 2006), thereby adopting a process of inductive
analysis (Strauss and Corbin 1998). I worked with printed copies of the
transcripts and used a process of colour coding for themes. Sometimes
themes overlapped or gave rise to another strand which meant provi-
sional ‘double’ coding until statements were finally assigned to a theme.
Coding the data was a constantly expanding process and there were
moments when themes sometimes fractured. What was previously con-
sidered to be one theme, became two, for example, I found ‘benefits for
teachers’ split in two to also become ‘impact on teaching’, that is, two
sides emerged—benefits of taking part in the project and benefits per-
ceived in the classroom. I also found that new and unexpected themes
presented themselves such as the idea of ‘role reversal’ which derived from
the relationships between the pupils and their teachers and the explicit
use of that phrase in the transcripts. Having trawled through the data
many times, I reached a stage where I could see no new insights or themes
emerging and therefore reached a point of data saturation.

 Note About the Terminology Used in This

A
Book
The terminology associated with describing teachers’ professional devel-
opment in education has shifted and changed over the years, and in
Chap. 3, I provide a brief historical overview of these developments. For
now, however, it is worth noting that from 1970 up to the turn of the
twenty-first century, teacher professional development was commonly
referred to as In-Service Educational Training (INSET). At the time of
undertaking the study reported in this book, in 2013, the accepted—
although contestable term—continuing professional development (CPD)
was used generically to encompass the spectrum of activities associated
with a teacher’s professional learning. At the time of writing, the current
government favour using the shortened expression ‘professional develop-
ment’ (DfE 2016), and this is the term they adopt in their publication
Standard for Teachers’ Professional Development.
14 D. Morris

More recently, however, particularly in academic circles, ‘continuing

professional development’, ‘professional development’ and ‘professional
learning and development’ are contested terms which have been subject
to much questioning and debate. Throughout this book, the term ‘teacher
professional development’ and its acronym TPD are used extensively,
with the full term being used on the first instance in each chapter.
However, there are times in the writing, and depending on the context,
where the interchangeable terms of professional development and profes-
sional learning may also be used. The one exception to this rule is when
a document or source which I am citing uses the phrase CPD. In these
cases, the original terminology used by the author is preserved.
In a similar fashion, the terminology associated with Information
Communication Technology (ICT) in education is complex because
technology itself is constantly evolving and changing. The terminology
and the associated pedagogy with ICT are also prone to shifting, and this
has often been in response to changes in governmental agendas. This
makes it hard to pin down specific vocabulary and terminology. The very
term ICT itself is contentious and subject to a wide and ongoing educa-
tional debate even to the extent where whole research papers have been
devoted purely to attempting to define what ICT actually is (see, e.g.,
Zuppo 2012).
As a banner, acronym or label, or indeed as a political instrument in
education, ICT means different things to different people for different
reasons. As an area of curriculum study, ICT changed its name from
Information Technology (IT) in 2000 to ICT to address the then Labour
government’s agenda of the National Curriculum 2000 (DfES 1999).
Since that time, and since commencing the study reported here,
­terminology has changed yet again with the disapplication of ICT and
the introduction of computer science and the new computing pro-
grammes of study (DfE 2013).
For the purposes of this book, the terms IT, ICT and technology are
interchangeable and I use them to describe generic software programs
such as Microsoft Office, multimedia software (such as Movie Maker),
the internet and therefore the range of applications and services this pro-
vides, as well as the use of peripherals and tools such as Interactive
Whiteboards (IWBs), keyboards, mice, printers, laptops, digital cameras
Another random document with
no related content on Scribd:
Viimisvoimansa viritit,
Verta kasvot hikoilivat,
Ruskat rutkui, selkä notkui,
Kourat kiskoi, jytkii, nytkii,
Sydän hehkuu, venhe väistyy
Halki aaltojen ajavi.
Veljet alkoi saavutella.

Morsian: 190.
"Vieläkö sietäisi venonen
Tuulen kahta kauheamman?" —
Päästi solmun kolmannenki:
Itse Ilmari jo suuttui,
Pääpalvelja taivaan herran;
Pohjaisvanka taivahalta
Nosti myrskyn, mastot huojuu,
Purjeet pahoin paiskelehtii,
Vene hyppii kallistuen.
Itse morsian vetihen 200.
Alemmaksi purren pohjaan,
Peitti silmänsä säkenet.
Päivä uus' kun alkoi paistaa,
Veljet kiipii kukkulalle
Katsomaan mihin sisar päätyi.
Päivän säteissä sulivat,
Kivettyivät kallioksi.
Vaakessa he nähdään vielä,
Vaskivenhe kalliona.

Karhun, vuonilon taljan päällä 210.

Morsian nyt vihitähän.
 Mukautuu ihmismuotoon.
Arkun kirves avaroitti
Kodan ukset, pihtipielet,
Saatti tuvat suuremmiksi.
Hän synnytti Päivoläiset,
Hän kantoi Kalevanpojat.

(Herjedalin etelänpuolisilla seudniUa

lisätään vielä Seuraavat värssyt:)
Viimeinen se heistä nukkui
Naimatonna Ruotsinmaalla,
Toinen haara on Karjalassa, 220.
Toinen on etelämaalla.
Juutin, Tanskanmaan takana.

(Muist.)

1. Tämä laulu on lappalaisen Leuhnje'n esityksen mukaan

Jukkasjärvellä kirjaan pantu, mutta Herjedalissakin Serri Jū'lta ja
Sākris Olavinpojan vaimolta esitelty.

16. Aija-kedge oikeastaan äijän kiviä. Noin nimitetään pajuvesoilla

sidotut kivet, joilla verkot meressä pidetään sijoiltansa liikkumasta.

49—53. Tyttö sitä tarkottaa, että pikku vieras vaan sentähden olisi
saapunut, että tulisi jättiläisiltä syödyksi.

81. Sanallisesti; äitini hiekan ja tuohen alla. Lappalaiset ennen

muinoin kuolleitansa tällä tavoin hautasivat.

107. Hää-pidoissa Uksakan vahingolliset solmut, s.o.

luulevaisuuden solmut päästettiin; kihlajaisissa tehtiin näet kaksi
solmua.

128. Saa sen salaisesta sāilystä.

135. Mader akka antoi nuorelle vaimolle kolme kistua avaimineen;

niissä oli loihtua, jota vaimo vaarassa osasi käyttää, niin kauan kun
itse siveänä pysyi. Näiden siveyden solmujen merkityksestä sanoo v.
Düben: Sanguis in coitu primo effusus lavando colligitur in linteolo et
adservatur; nodi tres in tali linteolo facti "nodi virginitatis" appellantur
et de his in poemate loquitur. — Näiden keinojen käyttämisellä taisi
vaimo saada apua kaikissa vaaroissa, ja aina paremmin,
rukoillessansa: Jubmel veres almen ačče Jumalaa vierasta
taivaallista isää.

143. kaska-kōten fauru nimitys keskikodassa oleskeleville tyttärille.

209. Vaake'ksi nimittävät lappalaiset Lofoden-saaria, mutta

myöskin muita kalanpyynnille sopivia paikkoja. Niin selittää Fjellner.

2.

Piššan Paššan pardne.

Pišša, pāivepēlen sītai oive,

Pašša, ījapēlen sītai oive neita,
Leikā valdumin vuördnusam vuördnum
Aijataka nalne:
I kalk mubben elmen šielē čouket
Taṅ kute vuördnusan tōja.
Tallak stālu olman hāggam suolat,
Ara hautem, äluv valtā.
Nīsun pitkạm potki, pātera
Pāterā avve vuölen. 10.
Tobb son pardnem kuödda,
Pardne kačča: kolle mu ačče —
"I pardnam tusne l' ačče?"
Pardne kärdutalla:
"Snottun le hurre, koppelen čukče,
Fidnalan le riéksak, āldun le sarva,
Smalden le vibe, pridda le tävin,
Ibken mon le kedgist múorist šaddan!"

Pardne jāpist jāpist šadda,

Olmaitūva, metsin vaӡӡa, 20.
Ednebs tälssa: "kutte l' mu ačče?"
Äska vastata:
Aččat sarvab púokta poššū ńalmai,
Tē son ai púokta hankahiste,
Sarvab sabbeki nalne kēsa.
"Ēdnam, ēdnam sardnu mu aččen nāmab."
"Aččat púokta vuövde-vahӡejeb,
Múoren, māren poššū ńalmai."

Kaptebs keäcadi, vuölgi kerrega kōtai,

Tasti vuölga kielain valta luotui edneb, 30.
Mūreten māreten, jorrelen vieren;
Murgestatta, piškastatta,
Púokta poššun ńalmai.
kōtai čāṅga:
"Ēdnam, ēdnam takka munji laipeb."
Ēdnes laipeb laipu passa šilai nalne.
"Ēdnam kiētainat vađde tab laipeb,
Ničče ednam vadde tall kiätabt!"
Ednes kiätabs kalgi. Pardne
Pahka-laipin kǟtab tǟkčast: 40.
"Ēdnam, ēdnam kä le mu ačče?" —
"Pišša Pašša, pardnam!"

"Kobbu sodn?" —
"Čappis āsin kalles súollet koddī,
Valtī älume, valtī āra hauteb.
Ju leb mon tu vārutam,
I kalk čappis āsīt altait,
Baikkala pēlīt kaddīt."

"Olma' lä' čodčutam kerrega kōteb,

Kietpels ńǟra, valtu ńära,
Jātan josteje lä' čōgganaddam. 50.
Ēdnam, ēdnam,
Vadde aččan sōte-sobbeb,
Kobde aččan sōte-kapteb kalbuin,
Varrekīte krappukīte."
"Tē mon aktuk pōres päiven päkkalab,
Ī kuttek häggab morrete,
Īke pessī, saddui vuolan vụörkke."
Pardne ednabs siunita, kāna, vuölga,
Čappis āsē kēče-kōtai čāṅga,
Čāṅga jätta: 60.
"Vaӡӡebet jättebet ēčete sīti oivai:
Tē le niibbe sīta oive
Tai sītai oive koiku pōtam."
Hiiren oije juččā,
Hūioskuče altagasait kaska,
Hmariičče, värin deii āččen oivamus oije,
Obluit vuoča, kalgata čace-kāreb.

Kaggi vaӡӡa, aijai sardnu:

"Tē le nubbe slti oive pōtam." —
"Koččubēte nubben sītan oiveb 70.
Nubben sītan oiven kudssai.
Man muotok lē son?" —

"Kaikaist oiven alleb hartuist,

Kalba kopča, pane' čúone' česke'
Sōte-sobbe kiätan, krappuk,
Sōte-kapte suojal,
Lē harta', lē takta'.
Koura strōpa, jātan josteje jabma,
Kētpels nǟra' tū ja sū
Teävan kụökten pēlen vaӡӡe'. 80.
Valtu ńära' karvasin lä'."

"Ceggebet mallasav obbo tab stainam,

Puöktebett rouđe sarkkab,
Júoksīt, ńuolait, saitīt, spaggakīt."
Pardne pōta kähča oiveskūreb caggi kēčin,
Sođđi-karbma' čadnasin,
Masti māna sälgait, ńúolit tuóstutalli.
Jātab josta, hasta:
"Hastab, hastab čāce keärki!" — (ī mietit).
"Hāstab, hastab čāce vúölai!" — (ī vastet). 90.
"Hastab, hastab kiäta-kēčit!" —
"Hastab, hastab fatmataki!" — (ī vastet).
 "Aijam, aijam kän le oiveskūre?" —
"Piššan Paššan oiveskūre!" —
"Hastab, hastab núolen ńúönnai!" —
Aija akkunasti vúoča ńúolab.
I pastam.
Rohti, časka kēđkai vuóstai:
"Aijam, aijam,
Kusne lē tāt ńúola núosatūvum?" 100.
"Piššan Paššan pānin!" —
"Oitu pāne' kūrain." —
"Hastab, hastab saite-kēčai!" —
Rōụča-saiteb juoksin vuoča.
Spaggakīne spiǯǯasta valta
Pastat sōkai, soijoldatta:
"Koss tāt tū saite soijolam?" —
"Piššan Paššan pānin!" —
"Hastab, hastab spaggaki-spohkui!"
Jụólgī-júoksin ikkunasta 110.

Sälgatum spaggakeb luóita.

Sōte-sobbin vúojeje spaggakeb spohkī,
Valtā, kēdki kaski jostist
Soijaltatta, cuópkī, jǟrā:
"Aijam, aijačis, kuss tāt tu spaggaka spohketi?"
"Piššan Paššan pānin!" —
"Aha! pīra lē piäjun moskunum." —
"Kuggus mon tāll aijuv čuöčelab,
Uksa-raiken vai poššu-raiken?" —
"Ō pōte aijam tabka poššu-raikeb." 120.
 Aija vakne kiäta pōta,
Pardne sōte-sobbin tuōstu,
Kurhte maddekist roggosta,
Ruouđe-sarkkan čǟngait
Raddait tǟttal soijoldatta.
Aija: "pōtebet, pōtebet vehkēn,
Tē läpa kụökten sītan oive' tōjaladdemen."

Almen Rāđien oivemus orje

Obluin vúoča kōtem, mallasem (kobmit)
Poltajatta. — 130.
"Pissut, passat tāle
Piššan Paššan šärttu stainen lǟmačin!"
Kagge' pōte', tatta kutte mōrdin,
Tatta kiitte mēresin, tatta kutte aimin,
Jǟčasa júonain.
Pišša Paššan pardne taina stāluin ńeita,
Nāma ädnaman vuóste jostist,
Jostista jǟra:
"Kobbam tall valja': kaddeb kúora' vai tǟna'?
Kunnes le Piššan Paššan āra haute,
Kunne l' Piššan Paššan eälušärtta?" 140.

"Jubmelen oblu vaimub čahpudatta

Juogu šielait čelgī.
Mī le' todno juokatūvumin,
Ku pasteb palkest, jus tāl häggabt rotte?"

"Piššan Paššan raugan ruöpses čalme'

Tollob vúoče' pōlte' svīke'.
Nubben almen kāinub sāđeta, cagga.
Paits mon häggaines, taktines,
Varrines, suonines vaste cäggab."
"Kobbab takka': kaddeb kuora' vai tǟna'?" — 150.
"Konne tuolge, kutte Piššab Paššab šiämada,
Kutte andegaksi luóita?
Takkum pargu le vuočatum ńuola;
Kutte jāmeskučeit šiämada?" —
"Ič tab Jubmel šiämaidatta,
Jus le oblu čađātattam,
Painam, mädduit čielgam
Ērit poldam, pīvaltattam.
Ēč sikka, ńāma, šiänada, šiämastatta.
Sodno le jēč, i son le ku mon ja todn, 160.
I son le ku ton ja mon!
Son jēč čälga, andagas luóita,
Púorebaksi jorgala.
Vall jēč kalka āvuin tuostut,
Tat kalka sū oivamus tāver,
Sū vaimun oivemus raukem.
Ku i' poss, tē oblu čapputatta,
Peista, svīka, paha-pēlai čāṅga.
Nubben aimun šäla ǟ adne
Taktit odčīt, lǟ kuit lǟ. 170.
Ǟ' sīj saijeb valte, ǟ' pakte' pāčastatte,
Ǟ čāce cagga, ǟ kaskastatte.
Sīj ku šūga' manne' čađa ǟdnamab,
Päiveb, mānub nastit čađatalle.
Ī sīje le aike, aike le kạnttsemen
Tuokai vāsam. Submaisinne
Vúosatalle taite kutte lǟve
Skīmasi skaimasi kaskan.
Tā lä' muonasa', maite le llmaračča tivvam, 180.
Rauke' tā ma lä' čappaitūvum.
Tē lä' vuöin sīje lä' puore' paha',
Ā sīj ǟnab aikeb, ǟ' saijeb valte.
Ma lǟ almen kerdeb tuóstum,
Ma lǟ kōđfub kerteb tuóstum vastaituvvum,
Lǟpa akten ritoin mastataka,
Āpaken kosseken šiänaitūva, aktaitūva.
Aktelist lǟ lǟpan vuöstalakki, vuöstalakki.
Almen ačče jēč le jēč,
Ī son lē ku moi ja toi, toi ja moi. 190.
Jēč sodn almeb torju,
Jēč sođn mubbeb aimub torju."

Vuöinab sodn vǟja mädduit sikkat,

Andegaksi luöitet aipanattet,
Vaimub lūgetit, raukab ōjudet,
Ōjutallet, laškatallet.
Tie tāl kaddeb kúorab,
Oiterist, tāverist lúovab.
Aiter valtus ǟlubs,
Ēčem piđkain ǟlutallab 200.
Paikala lullač pēlen,
Tē lä staibarite,
Reppit Ammarta kiärakīte.
Ikkeb ǟnab madde ku
Lǟna kadden luossa pōduit,
Čukčan oiven pivduit.
 Piššan Paššan pardne
Peädnakīnes ǟlust pēleb porkki.
Mahhelt stālu jānii.
Jäggai čāce moive vuöllai čiekatattīn, 210.
Valtu ńǟra' vuörkin taktitesa.
Kētpels ńǟrait ōse vaddui,
Stālun katseje' olmabs čuomui.

"Ī vúočatum varra."

Lūges vaimuin ńuonab jorgoli
Allas ēdnes koika.
Lēji okteb tōjam,
Múonasite laškalam akti.
Ēdneb fatmadi paivepēlen,
Ījapēlen, kärreka kōten 220.
Oivamus olma.

Jū tē aččes käddīt,
Orrutakkait oddosti, ceggoi.

Muistutuksia.

0. Nimen merkitystä ei tiedetä; on ehkä samaa kuin = pyhä.

1. Sorselissa sanotaan päipcreksi eteläpuolista ja ōrkkē'eksi

pohjoispuolista rinnettä; äännetään muuten tavallisesti iđkē.

3. tavall. vuordnusav; m kirjain on eteläiseinpää muiTetta.

4. Mubben etelässä, Arjeplog'issa nubben. Mortsell'in

kirjoituksessa on elniē, Asele'ssa käytetty muoto, Aije- plog'issa ja
Jokmok'issa sanotaan ilme: tänne ilmen, tässä maailmassa.
 7. suolata olisi täydellinen muoto.

8. āra haute oikeast. kivihauta, sittemmin = aarneen hauta.

9. Tavallisesti: piđkam, pođki|; Sorsel'essa ja Jokmok'issa

äännetään kuitenkin melkein aina đk kuin rk.

12. kolle, pohjoispuolella sanotaan konne; niinikään kaikkialla hč

čč asemesta.

13. Gellivaran tienoilla: tune.

15. Snutten, hurrē, čukčē. M.

16. sarvā; sarvas on koirasporo, sarva, sarva hirvi, selittää

Mörtsell.

18. šaddam, supinum. M.

19. jāke on Norrlannissa = vuosi.

20. mehtsin. M.

24. hankāhiste.

25. sabbēk on suksien nimi pohjoispuolella Sorsele'a, jossa niitä

sanotaan treuka'ksi; Piteon Lapissa sanotaan sippēk.

26. nāma merkitsee tavall. pitkää karvaa poron kaulassa, namma

nimeä.

29. kerreka kōte'ksi sanotaan kotaa, johon sukukunta kokoutuu

neuvottelemaan; tähän aikaan merkitään tällä nimityksellä
käräjätupaa.
 30. luotui edne metsän emäntä.

32. murgēstatta, piškāstatta.

36. Eteläisimmissä murteissa sanotaan šila, Sorselen

pohjoispuolella hila = hiili.

37. Koko Lapissa on pronomini akkusativossa tāb, māb, jos kohta

akkusativo muuten käyttää toista päätettä, niinkuin m, v. Sodn, todn
on etelä-murretta — toisinto; ketinat.

42, Pišša Pašša, kobbū sonn oikeastaan: mihin suuntaan hän?

43. čahpes, čāpes — ahsen, assen (korkea vuori, missä puut ei

enää hyvin viihdy) suollīt. M.

46. nihče ēdnam M. Altait selittää Düben, Fjellner'in mukaan, =

alta vari, loistavat vuoret, vaikka hän kääntää Altai; samannimisiä
vuoria löytyisi kuitenkin Tornion Lapissa. Mörtsell selittää sen sanalla
allatakuit, kukkuloilla, sanasta allak, kuten melgātak sanasta melgā.

47. Düben'in mukaan olisi tässä ajatteleminen Baikal vuoria, kuten

Fjellner arvelee. Eräässä toisinnossa on kuitenkin Baikab pele ja
kadde. M. arvelee sen olevan yhteydessä paihke, pailika, sanan
kanssa.

48. čuohčutam. —

49. niära posld, muinoin läsnä oleva palvelija, tässä: yhen käden
palvelija.

50. čoggānādtam. —

51. ednam. 52. ahčan.

 54. varrēkīt krappūkīt varrēk, kengät, joissa nopeaan pystyy
juoksemaan, sanasta varret, juosta nopeaan. Krappuk, nahkakintaat.

55. pähkālab. 56. mörrēte.

57. sadtui. M.; vuolai. 58. ednäbs.

61. vahʒēbet, jähtēbet ēčäte sītī. Tavallinen imperativi on vahcēt,

jättēt. Nubbē sētā on pohj. murretta, etelämpänä sanottaisiin mubbē
sītan.

64. juhčā.

65. altagasait kaskā.

66. Ilmārahče — ahčen.

67. ruots. lap. ubluit, obluit, hubluit — kalgeta čacē.

68. vahčā ājai.

69. nubbī sītī oivē.

70. kobčut olisi imper. Soisele'ssa, Jemtlannissa, Aijeplogissa.

73. allev harduist.

74. kalbā. 77. hārda'.

76. keurē strōpa, tav. jubma; keure on noitarumpu, muita ei ollut.

79. niära. 80. vahce, valtū niära.

89. mallaseb — stainav.

 83. puöktēbet.

83. Yhdessä toisinnossa on sōte sarkkab; route, ruoute on lauta,

mutta ruouđe sanaa käytetään pohj. murteessa nimityksenä
nahkaiselle reunukselle saumassa.

84. spaggāk ei enää ole mikään ase, vaan pitkä sauva.

85. keähča — kiečin; M. kiečesn.

86. sōđi, Sorselessa sūđi, visva, sođđi on tavallisesti nuoli.

Mörtseirin kirjoituksessa on: sođi kärbmahit čadnāsen.

88. jostā, liastā.

89. keärak, kiärak veden pintaa suom. kärki; kerrēk il. hastav,
hastav.

91. kiečit; fađmatahkī.

96. ahkūnasti. Pohjoisempana sanotaan: ahkunasti, ihkunasti.

67. ī paste. 98. rotti.

100. nolssātūvum M.; myös nulsatūvum, -tuvvum.

103. oitū pānē kuorain. M.; myös uihtu.

103. saitē keäčai.

105. spaggākº spiǯǯusta; kirjakielessä spehčātet.

108. koss min päällä ehkä = kosne lokat.; saitē soijōlam.

112. ehkä spahkī; M. spähkī.

 115. koss — spaggāk spohkēti murtaa läpi.

117. peäjun moske syvä laakso vuorien välissä ilman aukkoa.

118. aijuv pojanpoika ja ayam isänissä käytetään hyväiliäis-

sanoina.

119. uksā raihken — poššū.

120. myös tāmka. Fj.

121. vākne. 123. roggōst.

124. variante sōte sarkkan. Fj. čeänge haka.

125. Ruots. lapp. teddet, painaa.

130. poltājatta. 131. lǟmačine.

132. tahta kuhte; M. kute.

138. tǟna sanan asemesta (joka johtuu ruotsista), laulaa muut:

palvala', palvella, pohjaisempana tavattava sana.

139. Konnes. 140. konne.

141. Pohjoissa jubmel, ibmel, Umeon Lapissa jubmel, etelämpänä

jupmel.

142. čälgī. Sana šiela, loiste, säen, auringon viimeinen säde,

henki, ei, Fjellner'in arvelun mukaan, ole mikään lainasana
laiotsalaisesta själ.

144. pastebt palkestā — rottā; myös rohte.

 145. rauhkan haahmo ruopses.

148. paits ton, paits mon turhaan sinä, minä.

150. vai palvala'.

151. tuolkū — šǟmada.

152. andegaksi tämä muoto on Herjedal'ista, tavallisessa

puheessa sanotaan andagas = suora, anteheksi, anteeksi.

153. dahkum. 154. šǟmaidahta.

158. poltam. pivvalo. 159. šänada.

160. Son īč le īč.

165. kirjakielessä tavver. 166. rauhkem.

167. ku ton ī' pōse jos et siitä huoli — čahputahta.

171. valtē, pačastutte. 172. kaskās.

173. sūgā. ǟdnāmab. 174. čađātalle.

176. Herjedal'issa: tuokan = suom. takana.

177. kute.

179. skimasi skaimasi kaksi hyvin hämärää sanaa.

180. tīvam.

181. čappaitº sanasta seuraa pāđatum eli pāđatūvum ja

podvutūvum.
 184. kerteb kerta, vaate. 185. -tūvum.

188. Uumajalla aktītest. 193. son — sihkat.

194. luöihet aipänahtet.

196. ojudet, laškalet eli laškēlet, laškātet.

198. aiterattes, tāverittes. 200. īčem.

201. lulloi. 203. āmurt.

208. peädnakines.

210. čiekātallī hän kätkeytyi.

211. taktites.

213. kahtseje palvelija, Piteosta. pohjoseen palvelije'. čuovū.

219. edneb fađmadatti.

221. oivemus.

222. Pardne tan mannela ođđosti ceggī. Ahčes geäđđit, pivvduit,

rogkīt, hankkait.

Piššan Paššan poika.

Herjedal'ista.

Pišša, päiväpuolen kyläin päämies,

Pašša, yöpuolen kyläin päällikön tytär,
Olivat häissä valan vannoneet
Karhuntaljan päällä:
Ei pidä toisen ilman valon loistaa
Sille, joka valan rikkoo.
Heti Staalu miehen hengen varastaa,
Aatteen kätketyn, karjan ottaa.
Vaimo parven tempasi, pakenee,
Pakenee kohtuisena. 10.
Tuolla hän pojan saapi.
Poika kysyy: kussa mun isäni?
"Ei, poikani, sull' ole isää."
Poika kerrostelee:
"Naarasteerellä on koirasteeri, koppelolla metso,
Metsäkanalla ukkoriekko, vaatimell' on härkä,
Naarasotsoll' on uroskarhu, hirvas on hirvilehmälle,
Enkä minäkään ole kivistä, puista syntynyt!"
Poika vuosi vuodelta kasvaa,
Miehistyy, metsissä käypi, 20.
Äitiään kiusaa: "ken on mun isäni?"
Vihdoin vastaa:
Taattos hirven tuopi poššun suulle.
Hänpä myös tuopi kankahilta
Hirveä suksien päällä vetää.
"Äiti, äiti, sano mun isäni nimi."
"Isäs tuopi korven konttaajan
Ärjyen, ärjyen poššun suulle"
Vaatteensa sonnusti, läksi keräjäkotaan,
Sieltä lähtee, lämsällä pyytää saloin emän 30.
Örjyjän, ärjyjän, väänteleijan, viehkuroijan,
Vanguttaa sitä, vinguttaapi, tuopi poššun suulle.
Kotaan astuu:
"Äiti, äiti, tee minulle leipä"
Äitinsä leivän leipoo, paistaa hiilosilla.
"Äitini, kädelläsi anna se leipä,
Armas äiti, anna omaa kättäsi!"
Äiti kätensä ojensi,
(Poika) kuumalla leivällä kättä painaltaa:
"Äitini, äitini, ken on mun isäni?" — 40.
"Pišša Pašša, poikani!" —
"Kunnepäin hän (meni)?" —
"Mustan harjun vanhus varkain tappoi,
Otti karjamme, otti aarteen kätketyn.
Kauan jo olen sua varoittanut,
Ei pidä mustaa harjua, (ei) valoisaa,
Baikkalan kupeita, rantoja (käydä)"
"Miehet ovat pitäneet keräjiä,
Varamiehet, kaatuneen kätkijät,
Lupauksen julistaja ovat kokoutuneet. 50.
Äiti, äiti, anna isän sotasauva,
Pue päälleni isän sotisopa ynnä kypärä,
Kenkänsä ja kintahansa." —
"Nyt mä yksin vanhoilla päivilläni jätetään,
Ei kukaan hengestäni huoli,
Eikä (kuoltuani)- tuohten, hiekan alle kätke."
Poika äitiään siunaa, halaa, lähtee,
Mustan harjun viimeiseen kotaan menee,
Mennessään virkkaa:
"Käykää, sanokaa kylänne päällikölle, 60.
Nyt on toinen kylän-päällikkö
Näiden kyläin päämiehen luokse tullut."