Interpreting the evaluation experience through embodiment, conversation, and anecdote

Bibliographic Data

ID12214659
AuthorsPeggy Ann Howard (University of Alberta, corresponding author)
Year1996
Volume9
Issue2
Pages167-180
Publication date1996-04-01
Open AccessNo
TypeARTICLE
VenueInternational Journal of Qualitative Studies in Education (JOURNAL)
Journal identifiersISSN: 0951-8398 • E-ISSN: 1366-5898
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/0951839960090205
OpenAlexW1998907391
LanguageEN
References cited9

This article explores embodiment, conversation and anecdote as a way to interpret the teacher's experience of being evaluated. This interpretation builds on a phenomenological investigation of the evaluative “look” in teacher performance evaluation. Through a self‐reflective process of recalling childhood experience, bodily remembrance is used as a vehicle for interpretation. Childhood stories are woven throughout the conversation between a principal and teacher who tries to make sense of the evaluation experience. These anecdotes serve to embellish the evaluation experience themes objectification, inauthenticity, performance as deception of self and technique, marginalization, and nonrelationship. Unmasking the practice of observing teachers as an exercise in teacher professional growth and an improvement of instruction reveals the illusion and paradox surrounding the evaluation experience. What this article suggests is that if it is really teaching that evaluators want to see, then alternative ways of looking at teaching and teachers need to be developed along with a language which describes relationship

Aesthetics · Anecdote · Conversation · Epistemology · Interpretation (philosophy · Linguistics · Objectification · Pedagogy · Evaluation and Performance Assessment · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies

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