Performativity and affectivity: Lesson observations in England's Further Education colleges
TL;DR: 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’ (...
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1,071 citations
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.
Abstract: Howard Gardner is well known to teachereducators,particularlyforhisearlier book,Frames ofMind: The Theory ofMuir tipleInteUigences(1983). Morerecently, the ConferenceonArtistic Intelligences (1989) and the development of Arts PROPEL havefamiliarized musicteacher educators even more specifically with Gardner's work. In The Unschooled Mind (1991), Gardnercontinues topricktheconsciences ofeducators by gettingdown to the very heartofthematter. Schools, hesays, do not nowteachthewaychildrenlearn, andoften what children learn before or outside of school is more powerful than competing information presented in school and can interferewithschool-delivered knowledge. Gardnercontendsin hisintroductory material that schools, even when publicly acknowledged as successful, are failing at their most critical task-teaching for real understanding. As always, Gardner provides examples that areabundantandtothe point. He offers evidence that early-developed ideas, stereotypes, and "scripts" (descriptions of recurrent events) continueto dominate the thinking of even advanced
442 citations
Book•
01 Jan 1994
TL;DR: This chapter discusses classroom observation in context, the use of quantitative and qualitative methods, and research into classrooms.
Abstract: List of figures Acknowledgements Preface 1. An Introduction to classroom observation 2. The use of quantitative methods 3. The use of qualitative methods 4. Classroom observation in context 5. Research into classrooms 6. Observation and action Bibliography Index
353 citations
Journal Article•
249 citations
TL;DR: The second edition surveys the recent changes that have taken place in psychoanalytic social theory, including critical theory, Lacanian and post-Lacanian theory, post-structuralism and feminism as mentioned in this paper.
Abstract: This text is a benchmark critique of Freudian theory in which a dialogue between the Frankfurt School, the Lacanian tradition and post-Lacanian developments in critical and feminist theory is developed. Considering afresh the relations between self and society, Elliot argues for the importance of imagination and the unconscious in understanding issues about the self and self-identity, ideology and power, sexual difference and gender. The second edition surveys the recent changes that have taken place in psychoanalytic social theory. Traditions of thought covered include critical theory, Lacanian and post-Lacanian theory, post-structuralism and feminism.
59 citations
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10 Aug 2005
TL;DR: In this paper, the authors discuss the use of emotional intelligence in teaching and develop self-awareness as a teacher by reading and responding to the feelings of individuals and groups of learners.
Abstract: Introduction 1. Using Emotional Intelligence in Your Teaching 2. How you Relate to your Learners 3. Planning the Emotional Environment 4. Planning for the Physical Experience of Learners 5. Dealing with Your Learners' Expectations 6. Acknowledging Individual Learners 7. Listening to Your Learners 8. Reading and Responding to the Feelings of Individuals and Groups 9. Responding to Learners' Comments and Questions 10. Developing Self-awareness as a Teacher 11. Recognizing Your Prejudices and Preferences 12. Your Nonverbal Communication 13. Acknowledging and Handling Your Feelings 14. Revealing Your Feelings to Learners 15. Continuing your Development as an Emotionally Intelligent Teacher Conclusion and Further Reading
99 citations
TL;DR: Reflection has been very fashionable in all sectors of teacher education, including vocational and adult education, for a number of years as discussed by the authors, but despite numerous articles, there is little solid empirical evidence that supports the view that it results in superior teaching practices with teacher trainees.
Abstract: Reflection has been very fashionable in all sectors of teacher education, including vocational and adult education, for a number of years. Despite numerous articles, there is little solid empirical evidence that supports the view that it results in superior teaching practices with teacher trainees. This article examines the results of relevant empirical studies and some of the more recent writings that have undertaken a more critical view of underlying concepts. Case study material from a new Bachelor of Education in Adult Education degree designed around the concept of reflection is cited. Problems inherent in reflective approaches are examined along with reasons why reflection became so widely adopted in teacher education in the absence of any empirical evidence to support its wide scale adoption. Future developments in teacher education practices involving aspects of reflection are considered briefly, as is the need for rigorous empirical studies before the wide implementation of new teacher e...
98 citations
"Performativity and affectivity: Les..." refers background in this paper
...An important part of the TLO process is being reflective – a concept that is debated, both in value and definition (for example, see Cornford, 2002)....
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...As explained above, research has suggested that this issue is the main source of tension in a TLO (Copland, 2010; Cornford, 2002; O’Leary, 2011)....
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Book•
09 Feb 2006
TL;DR: In this article, Jocelyn Robson explores the differences and similarities that exist between these groups and brings together arguments and debates about both groups of teachers to challenge some strongly held beliefs.
Abstract: Teachers from further and higher education are rarely considered together. This book explores the differences and similarities that exist between these groups. It provides an up-to-date account of developments and brings together arguments and debates about both groups of teachers to challenge some strongly held beliefs.
Focusing on aspects of teachers' professionalism, Jocelyn Robson considers what 'professionalism' may mean and ways in which 'professionalism' has been studied. She goes on to consider:
professional standards, training and qualifications
professional identities and communities
opportunities and strategies for professional development and renewal
key debates in the literature and the most significant policy developments
the main challenges currently facing the teaching profession in further and higher education.
95 citations
Book•
30 Nov 1998
TL;DR: The history of the learning society can be traced back to the skills revolution for a learning nation - Confederation of British Industry learning pays rhetoric and reality - learning and information theory - the political community as a learning community moving towards the learning societies - the European Commission Opening doors to a learning society - the Labour Party framework for a Learning Society - the Conservative Party Scotland as a Learning society - Scotland Community Education Council the myth of the Learning Society post-compulsory education for learning society the limitations of the new social democratic agendas only Charybdis - the Learning society through idealism a
Abstract: Lineages of the learning society the skills revolution for a learning nation - Confederation of British Industry learning pays rhetoric and reality - learning and information theory the learning society learning in the new millennium towards the learning society the political community as a learning community moving towards the learning society - the European Commission Opening doors to a learning society - the Labour Party framework for a learning society - the Conservative Party Scotland as a learning society - Scotland Community Education Council the myth of the learning society post-compulsory education for a learning society the limitations of the new social democratic agendas only Charybdis - the learning society through idealism a reply to the critics the learning democracy.
77 citations