Through the eye of the observer: reducing concerns of trust and power within the further education observation process via a collaborative observation method

This study explores a collaborative approach to lesson observations in Further Education (FE) colleges in the West Midlands, examining the extent to which such methods help reclaim trust in observation processes. The research draws on O’Leary’s (2013, 2020) work on lesson observations and Foucault’s (1977) theories on power and surveillance to explore how performative pressures and managerial oversight impact teacher autonomy. Additionally, it engages with Ball’s (2012) critique of performativity in education, which he describes as creating a "system of terror," as well as O’Leary’s (2013, 2020) discussions on audit cultures, and new managerialism. These perspectives frame the ways in which quality management teams, observers, and senior leaders exert control over teachers' authentic practice. The study used qualitative research methods, incorporating elements of action research, which led to the development of the Circle of Collaborative Trust model. This model places significant emphasis on trust in lesson observations, positioning collaboration as a means of reducing performative pressures. Findings indicate that teachers valued the collaborative approach, stating that they had taken insights from the process and were more likely to engage meaningfully in reflection when observations involved professional dialogue rather than top-down scrutiny. However, a key limitation of this study is the lack of measurable evidence regarding long-term pedagogical development. While teachers reported gaining useful ideas from the process, further research is needed to explore whether engagement with this model leads to sustained improvements in teaching practice. This study makes a distinct contribution to the discourse surrounding performativity and trust in lesson observations. It challenges the dominance of high-stakes, performative observation systems and presents an alternative framework that prioritises teacher autonomy, well-being, and reflective practice. By continuing to explore models that emphasise trust and collaboration, lesson observations can be redefined as a meaningful tool for professional development rather than a mechanism of surveillance.

Name dc:type.qualificationname

EdD

Grantor dc:publisher.institution

University of Wolverhampton

Year dc:date.issued

2025

Author dc:creator

• Clarke, Daniel Edward

Advisors dc:contributor.advisor

• Scott, Howard
• Wilde, Julie

• collaborative observation
• performativity
• surveillance
• power
• students

Licence

• https://wlv.openrepository.com/bitstreams/52e7f554-e6cd-4eba-ba81-c6d1a8254343/download