000			03606cam a2200421Ii 4500
001			ocn964379506
003			OCoLC
005			20240726104744.0
008			161125s2017 si ob 001 0 eng d
040			_aYDX _beng _erda _cYDX _dNT _dIDEBK _dNT _dOCLCF _dAZU _dUAB _dUPM _dVT2
020			_a9789811029912 _q((electronic)l(electronic)ctronic)
020			_a9811029911 _q((electronic)l(electronic)ctronic)
043			_ae-uk---
050	0	4	_aLA637 _b.E468 2017
049			_aMAIN
100	1		_aEdgington, Ursula, _e1
245	1	0	_aEmotional labour and lesson observation : _ba study of England's further education / _cUrsula Edgington.
260			_aSingapore : _bSpringer, _c(c)2017.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2
505	0	0	_aPart I -- _tChapter 1 Introduction -- _tChapter 2 Lesson Observation: Policies and Contexts -- _tChapter 3 Theoretical Concepts of Lesson Observation -- _tChapter 4 Subjectivity and Objectivity in Observations -- _tPart II -- _tChapter 5 Findings from the Research Study: The Observees -- _tChapter 6 Findings from the Research Study: The Observers -- _tChapter 7 Conclusions and Recommendations -- _tPart III -- _tChapter 8 Final Thoughts and Looking to the Future.
520	0		_aThis book presents research on emotion work and the emotional labour of teaching and learning based in England's further education sector, where an increasing emphasis on marketised systems means accountability and audit cultures have become embedded within everyday teaching practice. Uniquely, this book explores micro-level issues of the managerial policies relating to classroom lesson observations as well as the profoundly emotional, philosophical aspects of these situations, which research asserts cause stress and anxiety for many staff. Drawing on theoretical psychosocial concepts exploring the interplay of hidden or 'underground' micro and macro elements of teaching and learning contexts, the book illuminates how the presence of an observer fundamentally alters the dynamics of a classroom. The author argues that it is not necessarily the performativity that creates the stress and anxiety in an observation but the individual's perception of this performativity and how it relates to a wider consideration of their emotional labour in the classroom. For this reason, the book puts forward a case for ending the formal, graded method of lesson observations in favour of a developmental, holistic approach that is sensitive to the emotional nuances of the individuals involved as well as the social and historical contexts of the institutions in which they are situated. The diverse use of lesson observations as a tool for staff development and quality assurance policies make this a valuable resource for educational researchers, policy-makers, teachers and managers from many different sectors and backgrounds.
530			_a2 _ub
650		0	_aEducation, Higher _zGreat Britain.
650	1	4	_aEducation.
650	2	4	_aHigher Education.
650	2	4	_aTeaching and Teacher Education.
650	2	4	_aAssessment, Testing and Evaluation.
655		1	_aElectronic Books.
856	4	0	_zClick to access digital title | log in using your CIU ID number and my.ciu.edu password. _uhttpss://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1375428&site=eds-live&custid=s3260518
942			_cOB _D _eEB _hLA _m2017 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c77193 _d77193
902			_a1 _bCynthia Snell _c1 _dCynthia Snell