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
Citations
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References
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Book
An introduction to classroom observation
TL;DR: The first edition of this book was a bestseller and is generally regarded as the most widely used and authoritative text on teaching and learning as mentioned in this paper, which includes coverage of recent developments in teacher appraisal and school inspection procedures.
Journal ArticleDOI
Theory and methodology in researching emotions in education
TL;DR: In this article, different theoretical approaches to the study of emotions are presented: emotions as private (psychodynamic approaches), emotions as sociocultural phenomena (social constructionist approaches); and a third perspective (interactionist approaches) transcending these two.
Journal ArticleDOI
Reflecting on reflective practices within peer observation
TL;DR: In this article, the authors report on peer observation practices in one post-1992 university and identify a need for using reflection to open up wider academic debate in order to develop more meaningful learning environments for students to work in.
Journal ArticleDOI
On the making and taking of professionalism in the further education workplace
TL;DR: The authors examines the changing nature of professional practice in English further education and examines the ways in which agency and structure combine to produce a more transformative conception of the further education professional, which contrasts with a prevailing policy discourse that seeks to re-professionalise and modernise further education practice without interrogating either the terms of its professionalism or the neo-liberal practices in which it resides.
Journal ArticleDOI
Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective
John Chi-Kin Lee,Hongbiao Yin +1 more
TL;DR: Wang et al. as mentioned in this paper examined teachers' emotional experiences in the national curriculum reform of senior secondary education in China and found that teachers revealed complex emotional responses to the reform, which were related to teachers' perceptions about the use of new textbooks, teaching approaches, and uncertain changes in college entrance examinations.
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