1. Dr Lorna Page PhD
‘The Impact of Observation on Practice, Professionalism and Teacher Identity’

5. Teaching is subjective
Art is subjective
Teaching is subjective
We do not see the same.

6. Introduce Research Précis Findings Propose a New Model Questions
Session Scope:
Introduce Research
Précis Findings
Propose a New Model
Questions

7. ‘Further Education Teachers’ Perceptions of Being Observed Teaching’
My Research:
‘Further Education Teachers’ Perceptions of Being Observed Teaching’
2014

9. What observations have teachers experienced?

10. Teacher Training
Mentor
Peer
Job Interview
Quality Assurance Graded
Ofsted
Appraisal
Intervention
Other: Assessor observations.

11. Why do teachers think they’re observed?
To check you’re doing your job properly
To test you on what you can remember
To check targets are being met

12. What is a ‘professional teacher’?

13. Furlong et al. (2000)
1. Knowledge
2. Responsibility
3. Autonomy

14. Does everything by the book
Does things to the highest possible standards
Does paperwork and stuff professionally.
Gets
results

15. How teachers see themselves…

16. I’m a professional tradesman
I’ll class myself as a professional when I get a good graded degree
We are professionals. We are academics.

17. Academic
Lecturer
Teacher
Tradesperson
Educator
Instructor
Facilitator
Tutor
Independent Skills.

18. Grading Teachers

20. It’s show time!

21. Let’s show students pressing the interactive whiteboard
Let’s do some card sorting
We have our own ‘observation lessons’

22. Fully qualified teachers Taught for a long time
What qualifies them to observe me?
Fully qualified teachers
Taught for a long time
Achieved a Grade 1 in their career
Observer qualification.

23. I’m not happy, but I accept it It’s like being told off
It’s all staged
I don’t understand its value
I’ve no choice
Why do I keep having to prove myself?
How many other professions slap you with a number?.
It provides me with a defence

24. 4 Rs Model of Lesson Observation

30. ‘We accept being observed because we’re frightened not to…’

31. References:
Furlong, J., Barton, L., Miles, S., Whiting, C. and Whitty, G. (2000) Teacher education in transition: Re-forming professionalism?. Buckingham: Open University Press.
Twitter: @lornajpage