Surveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education colleges

2.50
Hdl Handle:
http://hdl.handle.net/2436/334762
Title:
Surveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education colleges
Authors:
O'Leary, Matt
Abstract:
In little over a decade, the observation of teaching and learning (OTL) has become the cornerstone of Further Education (FE) colleges’ quality systems for assuring and improving the professional skills and knowledge base of tutors. Yet OTL remains an under-researched area of inquiry with little known about the impact of its use on the professional identity, learning and development of FE tutors. This paper examines the specific practice of graded OTL and in so doing discusses findings from a mixed-methods study conducted in 10 colleges situated across the West Midlands region of England. Data from a questionnaire survey and semi-structured interviews were analysed within a theoretical framework that drew largely on aspects of Foucauldian theory as well as the twin phenomena of new managerialism and performativity. This analysis revealed how OTL has become normalised as a performative tool of managerialist systems designed to assure and improve standards, performance and accountability in teaching and learning. It is argued that FE has now outgrown graded OTL and it is time for a moratorium on its use. Colleges and tutors need to be given greater professional autonomy with regard to OTL and be allowed to develop their own systems that place professional learning and development at the forefront, rather than the requirements of performance management systems.
Citation:
Surveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education colleges 2013, 37 (5):694 Journal of Further and Higher Education
Publisher:
Taylor & Francis
Journal:
Journal of Further and Higher Education
Issue Date:
2013
URI:
http://hdl.handle.net/2436/334762
DOI:
10.1080/0309877X.2012.684036
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/0309877X.2012.684036
Type:
Article
Language:
en
ISSN:
0309-877X; 1469-9486
Appears in Collections:
Mentoring and Professional Development in Education

Full metadata record

DC FieldValue Language
dc.contributor.authorO'Leary, Matten_GB
dc.date.accessioned2014-11-12T13:20:55Z-
dc.date.available2014-11-12T13:20:55Z-
dc.date.issued2013-
dc.identifier.citationSurveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education colleges 2013, 37 (5):694 Journal of Further and Higher Educationen_GB
dc.identifier.issn0309-877X-
dc.identifier.issn1469-9486-
dc.identifier.doi10.1080/0309877X.2012.684036-
dc.identifier.urihttp://hdl.handle.net/2436/334762-
dc.description.abstractIn little over a decade, the observation of teaching and learning (OTL) has become the cornerstone of Further Education (FE) colleges’ quality systems for assuring and improving the professional skills and knowledge base of tutors. Yet OTL remains an under-researched area of inquiry with little known about the impact of its use on the professional identity, learning and development of FE tutors. This paper examines the specific practice of graded OTL and in so doing discusses findings from a mixed-methods study conducted in 10 colleges situated across the West Midlands region of England. Data from a questionnaire survey and semi-structured interviews were analysed within a theoretical framework that drew largely on aspects of Foucauldian theory as well as the twin phenomena of new managerialism and performativity. This analysis revealed how OTL has become normalised as a performative tool of managerialist systems designed to assure and improve standards, performance and accountability in teaching and learning. It is argued that FE has now outgrown graded OTL and it is time for a moratorium on its use. Colleges and tutors need to be given greater professional autonomy with regard to OTL and be allowed to develop their own systems that place professional learning and development at the forefront, rather than the requirements of performance management systems.en_GB
dc.language.isoenen
dc.publisherTaylor & Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/0309877X.2012.684036en_GB
dc.rightsArchived with thanks to Journal of Further and Higher Educationen_GB
dc.subjectlesson observationen_GB
dc.subjectobservation of teaching and learning (OTL)en_GB
dc.subjectnormalisationen_GB
dc.subjectsurveillanceen_GB
dc.titleSurveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education collegesen
dc.typeArticleen
dc.identifier.journalJournal of Further and Higher Educationen_GB
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