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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01 Jan 1991TL;DR: Merging cognitive science with educational agenda, Gardner makes an eloquent case for restructuring our schools by showing just how illsuited our minds and natural patterns of learning are to the prevailing modes of education as mentioned in this paper.
Abstract: Merging cognitive science with educational agenda, Gardner makes an eloquent case for restructuring our schools by showing just how ill-suited our minds and natural patterns of learning are to the prevailing modes of education. This reissue includes a new introduction by the author.
1,031 citations
Journal Article•
TL;DR: In this article, the authors propose that powerful therapeutic action occurs within implicit relational knowledge and that much of what is observed to be lasting therapeutic effect results from such changes in this intersubjective relational domain.
Abstract: It is by now generally accepted that something more than interpretation is necessary to bring about therapeutic change. Using an approach based on recent studies of mother-infant interaction and non-linear dynamic systems and their relation to theories of mind, the authors propose that the something more resides in interactional intersubjective process that give rise to what they will call ‘implicit relational knowing’. This relational procedural domain is intrapsychically distinct from the symbolic domain. In the analytic relationship it comprises intersubjective moments occurring between patient and analyst that can create new organisations in, or reorganise not only the relationship between the interactants, but more importantly the patient's implicit procedural knowledge, his ways of being with others. The distinct qualities and consequences of these moments (now moments, ‘moments of meeting’) are modelled and discussed in terms of a sequencing process that they call moving along. Conceptions of the shared implicit relationship, transference and countertransference are discussed within the parameters of this perspective, which is distinguished from other relational theories and self-psychology. In sum, powerful therapeutic action occurs within implicit relational knowledge. They propose that much of what is observed to be lasting therapeutic effect results from such changes in this intersubjective relational domain.
895 citations
TL;DR: In this paper, the authors make an argument for a "qualitatively driven" approach to mixing methods, arguing that mixing methods help us to think creatively and "outside the box" to theorize beyond the micro-macro divide, to enhance and extend the logic of qualitative explanation.
Abstract: This article makes an argument for a ‘qualitatively driven’ approach to mixing methods. It focuses on the value of mixed-methods approaches for researching questions about social experience and lived realities. It suggests that ‘qualitative thinking’ is a useful starting point for mixing methods, but that it is ultimately more helpful to think in terms of multi-dimensional research strategies that transcend or even subvert the so-called qualitative-quantitative divide. Mixing methods helps us to think creatively and ‘outside the box’, to theorize beyond the micro-macro divide, and to enhance and extend the logic of qualitative explanation. Mixed-methods approaches raise challenges in reconciling different epistemologies and ontologies, and in integrating different forms of data and knowledge. The article argues that we should think more in terms of ‘meshing’ or ‘linking’ than ‘integrating’ data and method. It goes on to argue for the development of ‘multi-nodal’ dialogic explanations that allow the distin...
836 citations
Book•
01 Jan 2006
TL;DR: In this article, the authors discuss the underpinning assumptions of action research and the politics of knowledge in the context of higher education, and discuss the potential global influence of their work.
Abstract: PART ONE: WHAT DO I NEED TO KNOW What Is Action Research? Who Does Action Research? The Underpinning Assumptions of Action Research Where Did Action Research Come from? PART TWO: WHY DO I NEED TO KNOW? Why Do Action Research? Learning To Improve Practice Contributing to New Theory Evaluating Your Research PART THREE: HOW DO I FIND OUT? Feasibility Planning What Do You Need To Think About First? Action Planning How Do You Develop an Action Plan? Doing Your Action Research Carrying Out Your Action Plan Examples of Action Research Projects PART FOUR: HOW DO I GENERATE EVIDENCE TO SUPPORT MY CLAIM TO KNOWLEDGE? Monitoring Practice and Looking for Data Gathering, Sorting and Storing Data Turning the Data into Evidence PART FIVE: HOW DO I TEST AND CRITIQUE MY KNOWLEDGE? Testing the Validity of Your Claims to Knowledge Establishing the Legitimacy of Your Claim to Knowledge Engaging with the Politics of Knowledge PART SIX: HOW DO I REPRESENT AND DISSEMINATE MY KNOWLEDGE? Telling Your Research Story Writing a Workplace Report Writing a Report for Higher Degree Accreditation Publishing and Disseminating Your Research PART SEVEN: HOW DO I SHOW THE SIGNIFICANCE OF MY KNOWLEDGE? Explaining the Significance of Your Research Developing New Epistemologies for Organizational Cultures of Enquiry The Amazing Potential Global Influence of Your Action Research
746 citations
TL;DR: In this article, the authors discuss the emotions in teaching and the role of emotion in teaching, focusing on the feeling of the teacher's emotions in the teaching process and the student's emotions.
Abstract: (1996). Thinking about Feeling: the emotions in teaching. Cambridge Journal of Education: Vol. 26, No. 3, pp. 293-306.
738 citations
"Performativity and affectivity: Les..." refers background or methods in this paper
...This is because previously, research into the emotional aspects of teaching and learning have tended to focus either around the promotion of a more psychologically humanistic teaching style or the emotional needs of the student rather than the teacher (see, for example, Nias, 1996)....
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...Controlling and channelling these emotional energies inevitably has both a positive and negative influence on the teachers’ work and their self-concept (Nias, 1996), as can be seen in this quote:...
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...Secondly, in my experience (and confirmed by researchers such as Colley, 2006; Nias, 1996) teachers often view their role as a ‘carer’: they are in close contact with individuals whose progress in the world is their responsibility and understandably they are passionate about their students, their skills and often their institution....
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...Secondly, in my experience (and confirmed by researchers such as Colley, 2006; Nias, 1996) teachers often view their role as a ‘carer’: they are in close contact with individuals whose progress in the world is their responsibility and understandably they are passionate about their students, their…...
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...Emotions in teaching and learning: Being ‘genuine’ As Nias (1996) points out, teachers’ frequent use of deeply emotive language to describe their professional lives is not often associated with the average workplace for example, ‘passion’, ‘dangerously stressed’, ‘profoundly disturbing’, ‘great…...
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