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dc.contributor.authorO'Leary, Matt
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 Education
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.
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/0309877X.2012.684036
dc.subjectlesson observation
dc.subjectobservation of teaching and learning (OTL)
dc.subjectnormalisation
dc.subjectsurveillance
dc.titleSurveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education colleges
dc.typeJournal article
dc.identifier.journalJournal of Further and Higher Education
refterms.dateFOA2018-08-20T16:26:08Z
html.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.


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