Purpose: Broadly speaking, student voice can be defined as initiatives that involve consultation of, feedback from, and engagement with students regarding their own education. This study’s aim was to explore teachers’ experiences and perceptions of enacting student voice in primary physical education. Method: Participants included six primary school health and physical education specialist teachers within Victoria, Australia. Data were collected via six rich and detailed one-on-one semistructured interviews. Results: Three main themes include: (a) “same-same but different” highlighting participants’ varying conceptualizations and enactment of student voice, (b) “language matters” emphasizing the importance of language used when discussing and implementing student voice, and (c) “barriers and challenges to implementation” capturing participants’ experience and limiting factors to the enactment of student voice practices. Discussion/Conclusion: Grounded in education for transformation and patterns of partnership theories, the discussion focuses on the disassociation between teachers’ perceived understanding and enactment and the implications for students resulting from the misalignment.

目的：从广义上讲，学生的声音可以定义为涉及学生就其自身教育进行咨询、反馈和参与的举措。本研究的目的是探讨教师在小学体育教育中表达学生声音的经验和看法。方法：参与者包括澳大利亚维多利亚州的六名小学健康和体育专业教师。数据是通过六次丰富而详细的一对一半结构化访谈收集的。结果：三个主题包括：（a）“相同但不同”强调参与者对学生声音的不同概念化和表现，（b）“语言问题”强调讨论和实施学生声音时使用的语言的重要性，以及（ c) “实施的障碍和挑战”捕捉参与者的经验和实施学生声音实践的限制因素。讨论/结论：以转型教育和伙伴关系理论模式为基础，讨论的重点是教师的感知理解和执行之间的脱节，以及这种错位对学生的影响。