Performativity and affectivity: Lesson observations in England's Further Education colleges
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The authors investigated the different expectations, relationships and identities of teachers and (mis)conceptions of "authenticity" in teaching and learning observations (TLO) and found that affective reactions to perceived managerial intrusion into their professional space had a negative impact on them and their students' learning.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’ (...read more
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References
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Journal ArticleDOI
The Unschooled Mind: How Children Think and How Schools Should Teach:
TL;DR: The Unschooled Mind (1991) as mentioned in this paper argues that schools, even when publicly acknowledged as successful, are failing at their most critical task-teaching for real understanding and that early-developed ideas, stereotypes, and "scripts" (descriptions of recurrent events) continueto dominate the thinking of even advanced teachers.
Book
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TL;DR: This chapter discusses classroom observation in context, the use of quantitative and qualitative methods, and research into classrooms.
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Being a character: Psychoanalysis and self experience.
TL;DR: In this paper, the authors discuss aspects of self-experiencing, including the evocative object, the psychoanalyst's use of free association, and the violent innocence of children.
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TL;DR: Based on work done with teachers at the Tavistock Clinic in London, this book will be of help to teachers at every level of the education system from infant to tertiary.
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