Performativity and affectivity: Lesson observations in England's Further Education colleges
Abstract: Teaching and learning observations (TLOs) are used in educational environments worldwide to measure and improve quality and support professional development. TLOs can be positive for teachers who enjoy opportunities to ‘perform’ their craft and/or engage in professional dialogue. However, if this crucial, collaborative developmental element is missing, a TLO becomes intrinsically evaluative in nature and creates complex emotions – within and beyond the classroom. For some teachers, affective reactions to perceived managerial intrusion into their professional space has a negative impact on them and, in turn, their students’ learning. International research on TLOs has focused on schools or universities. My research centres specifically on England’s Further Education colleges (FE). Through Interpretive Interactionism, I investigate the different expectations, relationships and identities of teachers and (mis)conceptions of ‘authenticity’ in TLOs. Teaching involves our unique (dis)embodied ‘performativity’ (...
"Performativity and affectivity: Les..." refers background in this paper
...For example, in research by Lee and Yin (2011), teachers’ approaches to the policies of curriculum change are described as ‘cynical performers’ or ‘drifting followers’, perhaps indicating that there are differing levels of acting involved (Goffman, 1959)....
...or ‘drifting followers’, perhaps indicating that there are differing levels of acting involved (Goffman, 1959)....
"Performativity and affectivity: Les..." refers methods in this paper
...It could be argued that this method (rather than using, for example a ‘random’ sample) could produce a biased account when participants’ dialogue consists of what they thought I wanted to hear (rather than their own views) (Bryman, 2001)....