000			03781nam a22004815i 4500
001			u1419703
005			20211226174220.0
007			cr nn 008mamaa
008			161121s2017 si | s |||| 0|eng d
020			_a9789811029912 _9978-981-10-2991-2
024	7		_a10.1007/978-981-10-2991-2 _2doi
050		4	_aLB2300-2799.3
072		7	_aEDU015000 _2bisacsh
072		7	_aJNM _2bicssc
082	0	4	_a378 _223
100	1		_aEdgington, Ursula. _eauthor.
245	1	0	_aEmotional Labour and Lesson Observation _h[electronic resource] : _bA Study of England's Further Education / _cby Ursula Edgington.
264		1	_aSingapore : _bSpringer Singapore : _bImprint: Springer, _c2017.
300			_aXVIII, 226 p. 2 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aPart I -- Chapter 1 Introduction -- Chapter 2 Lesson Observation: Policies and Contexts -- Chapter 3 Theoretical Concepts of Lesson Observation -- Chapter 4 Subjectivity and Objectivity in Observations -- Part II -- Chapter 5 Findings from the Research Study: The Observees -- Chapter 6 Findings from the Research Study: The Observers -- Chapter 7 Conclusions and Recommendations -- Part III -- Chapter 8 Final Thoughts and Looking to the Future.
520			_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.
650		0	_aEducation.
650		0	_aTeaching.
650		0	_aAssessment.
650		0	_aHigher education.
650	1	4	_aEducation.
650	2	4	_aHigher Education.
650	2	4	_aTeaching and Teacher Education.
650	2	4	_aAssessment, Testing and Evaluation.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789811029899
856	4	0	_3e-book _zFull-text access _uhttps://ezproxy.mef.edu.tr/login?url=https://dx.doi.org/10.1007/978-981-10-2991-2
912			_aZDB-2-EDA
942			_2lcc _cEBKS
596			_a5
999			_aLB2300 -2799.3 _wLC _c24112 _i1419703-1001 _lNATURE _mMEF-EBOOK _rY _sY _tEBOOK _u11/9/2018 _xSATIN _0ENGLISH _1KÜTÜPHANE _2SPR-EDUCAT _d24112
003			KOHA