Teaching and learning observations (henceforth ‘observations’) are used in educational environments worldwide to assess teaching quality and support professional development through reflexivity. Pressures from neo-liberalist, New Right politics encourage observations that are evaluative in nature, thereby over-emphasising quantitative strategies. Research suggests some observations are ineffectual because of emotional tensions between what is perceived as ‘authentic’ teaching and the inherent performativity required by managerialist policies ( Ball 2003 ). But as Scheff (2003) argues, conformity to social processes is not necessarily based on an individual's awareness of explicit rewards or sanctions resulting from judgements. Instead it can be based on invisible self-perceptions of the risk of shame. In turn, this discourages playfulness as these actions may be considered deviations from ‘best practice’. Hence observations can limit teacher effectiveness because they involve interpretations and judgements by an Other ( Price 2001 ). This article draws on narrative data from tertiary-sector staff in a UK research study using a multi-disciplinary interpretive framework ( Denzin 1989 ). Given the importance attributed to reflexivity in teaching practice, research in this area is sparse. Emotional factors within these contexts are often disregarded, perhaps because articulating feelings is considered weak or dangerous ( Lupton 1998 ). However, Bourdieu's theoretical concepts of professional habitus, field and capital bring deeper meaning to interpretations of teachers’ embodied emotional labour ( Colley 2006 a; Nias 1996 ; Reay 2004 ). The subtle nuance within the participants’ narratives illuminates the observer/observee dynamic within the classroom, providing examples of the complex, fluid nature of perceptions of performativity in observations; the inherent rewards and risks.
qFinancial Managementq Teaching Practice Research Based on EBL Teaching Model
