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Theoretical Concepts of Lesson Observations

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Abstract

Because of the broad spectrum of possibilities when researching teaching and learning , it is necessary to draw on a diverse range of theoretical perspectives. The multidisciplinary writings of Pierre Bourdieu are extremely valuable in this regard, owing to the contextualised, reflexive way that studies of psychology, sociology and linguistics overlap. This chapter begins with an overview of the theoretical framework and then summarises the historical context of the emotions of teaching and learning which allows a further development of the theoretical concept of emotional labour , which I argue has changed dramatically in contemporary educational settings. These contextual aspects are crucial to a deeper understanding of the performative nature of lesson observations. I explain this concept in further detail, drawing on Bourdieu’s writings to make connections between the performativity and accountability of emotional labour and concepts of power relationships , identity and capital , e.g. educational and social. In the previous chapter, I touched briefly on the subject of teachers ’ professional identity , here, I explain how the concept of professional habitus is valuable , within the context of ‘playing the game ’ of being observed. In conclusion, I explain the tensions that arise within and between these concepts, particularly when reflecting on the complex, hidden nature of teaching and learning in FE.

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Notes

  1. 1.

    For example, the German word ‘entwurf’ provides a useful notion of a ‘version’ of the self; an identity that may be ever-evolving, never static. There is no similar word in English, where the word ‘draft’ implies there may eventually be a ‘perfect’ self.

  2. 2.

    As I hinted at above, authenticity is a problematic term and is discussed later in this book.

  3. 3.

    This assessment is now limited to specific areas in England; outcomes determine a child’s entry to specific (‘Grammar’) schools which are judged to be higher-performing than authority-run alternatives such as Comprehensives.

  4. 4.

    Indeed, this is something I have experienced myself, as explained in Chap. 1.

  5. 5.

    This view should be viewed in the context of Bourdieu’s own educational history ; however, this is outside the scope of this book.

  6. 6.

    This term should not be confused with Bourdieu’s concept of ‘misrecognition’ but instead within the framework of psychoanalysis, and therefore as an aspect of reward in performing explicit skills .

  7. 7.

    used with permission, the student's name has been changed.

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    Ursula Edgington

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Edgington, U. (2017). Theoretical Concepts of Lesson Observations. In: Emotional Labour and Lesson Observation. Springer, Singapore. https://doi.org/10.1007/978-981-10-2991-2_3

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