The impact of the 'Mantle of the Expert' approach in the Primary classroom

Abstract

The Mantle of the Expert (MoE) approach created by Dorothy Heathcote proposes an enterprise embedded within a fertile, powerful and imaginative context. This context ensures to achieve whole curriculum learning, active learning and whole language while pupils take on their role as experts. This study aims to help students explore and develop a sense of responsibility to learn and overcome the challenges set by the researcher during the MoE sessions. With increasing conviction, the pupils gradually begin to take control of the imaginative context created. The participants no longer remain spectators but rather they become makers to construct meaningful knowledge and skills. By means of qualitative research approach, this study seeks to discover the impact of the MoE approach in a primary classroom. To attain this, ten MoE sessions were carried out. The data was collected by means of semi-structured interviews supported by photographs of pupils’ work throughout the sessions. In turn, the data was later analysed showing the impact of the MoE technique in the primary classrooms. Finally, the researcher concentrated on the strengths, limitations and recommendations for further research in order to enhance students’ learning and well-equip them with the necessary skills for the challenges twenty first century skills poses via empowerment, collaboration and child-centred learning.