Performativity and affectivity: Lesson observations in England's Further Education colleges
TLDR
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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Can inspectors really improve the quality of teaching in the PCE sector? Classroom observations under the microscope
TL;DR: In this article, the authors examine the role that classroom observation has to play as a tool for teacher assessment and development in external inspections and similar schemes within the post-compulsory sector.
Teaching Observations: A Meeting of Minds?
TL;DR: Whether the ‘educational developers as observers’ model actually provides evidence that teaching observation can be developmental and stimulate reflective practice despite the approach stemming from government initiatives towards standards-driven teaching is examined.
Journal ArticleDOI
Authenticity and relationships with students
TL;DR: In this article, the authors describe how to offer a relationship to each student, focusing on appropriate caring for individuals and for learning, in order to support the learning process and support the teaching and learning process.
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