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    ‘Give ‘em the old razzle dazzle’: surviving the lesson observation process in further education

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    Authors
    Thompson, Carol
    Wolstencroft, Peter
    Affiliation
    University of Bedfordshire
    Issue Date
    2014-07-07
    Subjects
    post-compulsory education
    further education
    X341 Academic studies in Further Education
    
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    Abstract
    This paper examines the key role that graded lesson observations have within the measurement of quality in the post-compulsory education sector. Using semi-structured interviews, it looks at their impact on participants and also their execution in light of their stated purpose to ‘improve teaching and learning’. The sample selected included teachers, quality managers and initial teacher educators and covers a geographical spread from the north Midlands to London. The findings suggest that the lessons observed bore scant resemblance to the day-to-day teaching of participants. Instead teachers talked of the need to ‘put on a show’ and how they treated the annual observation with a mixture of trepidation and cynicism. The realisation that observations failed to measure what they were designed to measure was shared by other participants with quality managers, ostensibly the people who were employed to raise standards, also acknowledging the limitations of the process. The observation process was designed to reward outstanding practitioners, however, teachers talked about their reluctance to strive for outstanding grades due to the perceived onerous duties associated with achieving a top grade. Instead teachers talked about the way in which they aimed for a grade two in order to maintain a low profile. Despite the widespread cynicism amongst all participants, there was a universal belief that some form of measurement was needed to ensure that standards were maintained.
    Citation
    Thompson C, Wolstencoft P (2014) '‘Give ‘em the old razzle dazzle’: surviving the lesson observation process in further education', Research in Post-Compulsory Education, 19 (3), pp.261-275.
    Publisher
    Routledge
    Journal
    Research in Post-Compulsory Education
    URI
    http://hdl.handle.net/10547/623547
    DOI
    10.1080/13596748.2014.920565
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/13596748.2014.920565
    Type
    Article
    Language
    en
    ISSN
    1359-6748
    EISSN
    1359-6748
    ae974a485f413a2113503eed53cd6c53
    10.1080/13596748.2014.920565
    Scopus Count
    Collections
    Education

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