THE SOCIAL CONTEXT AS 12
more simple things that you know work, rather than perhaps taking a leap of
faith and giving the children more freedom. So you probably reduce the
freedom of the children because of the pressure. Because if you give children
freedom, yes they might respond and you hope that they do, but they don’t
always, some do abuse it. And so I think with the pressure of OFSTED
(Office for Standards in Education; the official body for inspecting schools)
you’re less inclined to give children freedom and choice.
Similarly, Emma, a 27 year-old teacher in a state-funded school also indicated a shift
in her teaching style when she is being evaluated:
Interviewer: You mentioned that if you were being watched and evaluated, it
might make you more regimented and more planned. Are there any other
ways that it affects the way you teach?
Emma: It probably affects my social interaction with the students. I might not
have a laugh with them if I knew I was being watched, just in case. I don't
know why really, maybe I'm worried that they might think it’s inappropriate.
Well, not inappropriate, just not required.
According to Pelletier et al. (2002), the pressure from being evaluated may have a
negative impact on teachers. While this may be the case for Carl and Emma, who highlighted
tension and worry as embodied feelings during the evaluation process, an interesting
comparison arose during interviews with trainee teachers who viewed the constant
evaluations as a necessary and accepted part of training. Hence, the negative implications of
being evaluated may not arise in this unique sample. Austin, a 23 year-old trainee teacher
explained:
Austin: I (feel) the pressure certainly at the moment because I’m training from
the people that are observing me. I'm very conscientious in my teaching and