Feeling Deprofessionalised: the social construction of emotions during an OFSTED inspection

Jeffrey, Bob; Woods, Peter

doi:10.1080/0305764960260303

Cited by 160 publications

(91 citation statements)

References 12 publications

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“…Despite a recent interest in the literature regarding the role of emotions in teaching (e.g., Day & Leitch, 2001; Hargreaves, 1998a, b, 2000; Jeffrey & Woods, 1996;Kelchtermans, 1996;Lasky, 2000;Little, 1996;Nias, 2002;Schmidt, 2000;Zembylas, 2002aZembylas, , b, 2003a, research into this area is still in its infancy in teacher education, and the EFL/ESL context is not an exception in this regard.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

Akbari¹,

Samar²,

Kiany³

et al. 2017

TPLS

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Abstract-This study aimed to explore the nature of emotion regulation behavior among EFL teachers. To this end, semi-structured interviews were conducted with 18 EFL teachers teaching general English courses in both private language institutes and public schools in Iran. All interviews, conducted in Farsi, were first transcribed and translated into English. Then, through the use of conceptual content analysis technique, the data were scrutinized for emotion regulation strategies. Overall, five main categories, namely, Teaching Context Preference / Avoidance, Teaching Context Adjustments, Attention Direction, Reappraisal, and Reactive Strategies emerged in the interviews. The emerging categories from the conceptual content analysis corresponded, to a great extent, to the Process Model of Emotion Regulation proposed by Gross (1998).

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Section: Introductionmentioning

confidence: 99%

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

Akbari¹,

Samar²,

Kiany³

et al. 2017

TPLS

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“…The evidence that my colleagues and I have collected in New York State and Ontario, Canada, affirms what has already been widely established in England (Whitty, Power & Halpin, 1998; http://www.cybertext.net.au/tct2002/keynote/printable/hargreaves%20-%20printable.htm Pollard, et al, 1994;Gerwitz, et al, 1995;Helsby, 1999;Webb & Vulliamy, 1999;Jeffrey & Woods, 1996;Menter, et al, 1997); Australia (Dinham & Scott, 1997); New Zealand (Wylie, 1994);Texas (McNeil, 2000) and Alberta (Harrison & Kachur, 1999) in showing that many large-scale reform efforts in the last 15 years have neither prepared people for the knowledge economy nor for public life beyond it.…”

Section: 'Globalization Because Of the Risks It Brings Of Soulless Smentioning

confidence: 89%

Teaching in the Knowledge Society

Cartelli¹

2006

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This paper is abridged and adapted from Prof. Hargreaves' soon-to-be released book, Teaching in the Knowledge Society. Details are provided at the end of this paper.WE LIVE in a knowledge economy, a knowledge society. Knowledge economies are stimulated and driven by creativity and ingenuity. Knowledge society schools have to create these qualities, otherwise their people and their nations will be left behind. Like other kinds of capitalism, the knowledge economy is, in Joseph Schumpeter's terms, a force of creative destruction.It stimulates growth and prosperity, but its relentless pursuit of profit and self-interest also strains and fragments the social order. Along with other public institutions, our schools must therefore also foster the compassion, community and cosmopolitan identity that will offset the knowledge economy's most destructive effects. The knowledge economy primarily serves the private good. The knowledge society also encompasses the public good. Our schools have to prepare young people for both of them.Schools today serve and shape a world in which there can be great economic opportunity and improvement if people can learn to work more flexibly, invest in their future financial security, reskill or relocate themselves as the economy shifts around them, and value working creatively and collaboratively. The world that schools serve is also characterized by growing social instability. The bonds between citizens are increasingly strained by the fragmenting effects of economic flexibility.People who spend most of their time producing and consuming find less and less time for family or community. There is a loss of trust in, and growing suspicion about, political and professional integrity. The widening gaps between rich and poor fan the flames of terrorism, crime and mounting insecurity.Yet, instead of fostering creativity and ingenuity, more and more school systems have become obsessed with imposing and micromanaging curriculum uniformity. In place of ambitious missions of compassion and community, schools and teachers have been squeezed into the tunnel vision of test scores, achievement targets and league tables of accountability. And rather than cultivating cosmopolitan identity and the basic emotion of sympathy, which Adam Smith (1809) called the emotional foundation of democracy, too many educational systems promote exaggerated and self-absorbed senses of national identity.In many parts of the world, the rightful quest for higher educational standards has degenerated into a compulsive obsession with standardization. By and large, our schools are preparing young people neither to work well in the knowledge economy nor to live well in a strong civil society. Instead of promoting economic invention and social integration, too many

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“…As Webb (2005) indicates, controlling is the inseparable or inevitable part of inspection although different methods and materials have been used in inspection applications throughout history. Those who criticize the inspection phenomenon identify the inspection process as a control mechanism that disciplines the education staff with either prize or punishment (Ball, 1997;Hall & Noyes, 2009;Perryman, 2009;Webb, 2005;Jeffrey & Woods, 1996). As Perryman (2006) states, teachers being evaluated to control them is the nature of inspection.…”

Section: Inspection and Emotional Aspects Of Educationmentioning

confidence: 99%

Inspection and teachers’ emotions: An emotional evaluation of inspection

2015

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In the study, inspection is discussed in relation to the teachers' feelings and emotions it creates before inspection, during inspection and after inspection process. Teacher's emotions have been investigated intentionally as emotional side of education has been neglected. Education is closely related to the emotions of teachers, who are the most important producers of educational activities. Educational activities are reduced to standard activities and defined with simple explanations or single labels such as 'good-bad', 'successful-unsuccessful', 'adequate-inadequate'. Inspection causes emotions to be neglected. Moreover, recently, it has been discussed that there are approaches and systems that suggest constant and multi-dimensional inspection instead of traditional inspection. Qualitative research model was used to understand of teacher emotions. A semi structured form was used for the 38 primary school teachers' interviews. After teacher interviews were completed, we analyzed and compared the interviews. Participants' expressions were checked in terms of correctness, potential validity and reliability problems such as misinterpretation. The results of the study can be summarized as follows: There were no positive expressions related to the emotional impact of inspection on teachers. In addition, teachers felt that the inspectors were stressed, anxious, uneasy, accusatory, coercive, looking for defect and areas of unsuccessful teaching performance. Most of teachers reported that being observed and evaluated caused them to have negative emotions. Teachers' perceptions about inspection are found to be negative. There are no statements that indicate there is a positive impression of inspection on teachers. The emotions that are experienced before inspection: pressure, hurry, stress, concern, tension, anxiety, worry, uncertainty; during inspection: stress, tension, anger, loss of strength, humiliation and lack of self-efficacy, and after inspection: relaxation, stress, sorrow, anger, fury, meaninglessness, disappointment. The single positive emotion that the teachers use to describe an inspection is "relaxation".

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Feeling Deprofessionalised: the social construction of emotions during an OFSTED inspection

Cited by 160 publications

References 12 publications

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

A Qualitative Study of EFL Teachers' Emotion Regulation Behavior in the Classroom

Teaching in the Knowledge Society

Inspection and teachers’ emotions: An emotional evaluation of inspection

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