Transcript ppt

Dr Lorna Page PhD
‘The Impact of
Observation on Practice,
Professionalism and
Teacher Identity’
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Art is subjective
Teaching is subjective
We do not see the same.
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Session Scope:
Introduce Research
Précis Findings
Propose a New Model
Questions
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My Research:
‘Further Education Teachers’
Perceptions of Being Observed
Teaching’
2014
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What observations have
teachers experienced?
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Teacher Training
Mentor
Peer
Job Interview
Quality Assurance Graded
Ofsted
Appraisal
Intervention
Other: Assessor observations.
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Why do teachers think they’re
observed?
To check
you’re doing
your job
properly
To check
targets are
being met
To test you
on what you
can
remember
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What is a ‘professional
teacher’?
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Furlong et al. (2000)
1. Knowledge
2. Responsibility
3. Autonomy
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Does
everything by
the book
Gets
results
Does things
to the highest
possible
standards
Does
paperwork
and stuff
professionally.
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How teachers see
themselves…
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I’ll class
myself as a
professional
when I get a
good graded
degree
I’m a
professional
tradesman
We are
professionals.
We are
academics.
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Academic
Lecturer
Teacher
Tradesperson
Educator
Instructor
Facilitator
Tutor
Independent Skills.
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Grading Teachers
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It’s show time!
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Let’s do some
card sorting
Let’s show
students
pressing the
interactive
whiteboard
We have our
own
‘observation
lessons’
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What qualifies
them to
observe me?
Fully qualified teachers
Taught for a long time
Achieved a Grade 1 in their career
Observer qualification.
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I’m not happy, It’s all staged It’s like
but I accept it
being told off
I don’t
I’ve no choice
understand Why do I keep
its value
having to prove
How many
myself? other
It provides
professions
me with a
slap
you
with
defence
a number?.
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4 Rs Model of Lesson
Observation
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‘We accept being observed
because we’re frightened not
to…’
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References:
Furlong, J., Barton, L., Miles, S., Whiting, C. and Whitty, G. (2000)
Teacher education in transition: Re-forming professionalism?.
Buckingham: Open University Press.
Email:
[email protected]
Twitter: @lornajpage
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