Summary

volledige samenvatting (TEKSTEN + AANTEKENINGEN): Onderwijsvernieuwing en schoolontwikkeling

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Course
Onderwijsvernieuwing en schoolontwikkeling (P0R57A)

Institution
Katholieke Universiteit Leuven (KU Leuven)

Dit is mijn volledige samenvatting voor het vak: Onderwijsvernieuwing en schoolontwikkeling. Bestaande uit de teksten & aantekeningen van de les. Met deze samenvatting haalde ik een 13/20 (voor het examen baseerde ik mij enkel op deze samenvatting).

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Uploaded on August 6, 2023
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onderwijsvernieuwing en schoolontwikkeling

Institution
Katholieke Universiteit Leuven (KU Leuven)
Education
Schakeljaar: Master Educatieve Studies
Course
Onderwijsvernieuwing en schoolontwikkeling (P0R57A)

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Onderwijsvernieuwing

1 ONDERWIJSVERNIEUWING ALS PEDAGOGISCHE KWESTIE: ................................................................................ 6

1.1 PROBLEEMSTELLING ............................................................................................................................................ 6
1.1.1 VOORBEELDEN ......................................................................................................................................................... 6
1.2 DEFINITIE .......................................................................................................................................................... 6
1.2.1 ANALYSE BEGRIPSOMSCHRIJVING ................................................................................................................................ 6
1.3 VRAGEN BIJ PRAKTIJKEN ....................................................................................................................................... 7
1.3.1 ONDERWIJSVERNIEUWINGEN ZIJN PRAKTIJKEN .............................................................................................................. 7
1.3.2 VRAGEN BIJ ONDERWIJSVERNIEUWINGEN ..................................................................................................................... 7
1.4 HISTORIEK......................................................................................................................................................... 8
1.4.1 BEGIN 20STE EEUW: REFORMPEDAGOGIEK ..................................................................................................................... 8
1.4.2 INTERBEULLUM ........................................................................................................................................................ 8
1.4.3 JAREN ‘68 ............................................................................................................................................................... 8
1.4.4 JAREN 70-80: STRUCTUURHERVORMING ..................................................................................................................... 8
1.4.4.1 Vernieuwd secundair onderwijs ‘70 ................................................................................................................. 8
1.4.4.2 Vernieuwd lager onderwijs .............................................................................................................................. 8
1.4.4.3 NEVENEFFECTEN VAN HERVORMIGNSBEWEGING........................................................................................... 9
1.4.5 VANAF ‘80: EFFECTIEVE SCHOLEN-BEWEGING ............................................................................................................... 9
1.4.6 JAREN ‘90 ............................................................................................................................................................... 9
1.5 REFERENTIEKADER 3 CONSTITUTIEVE DUALITEITEN IN VERNIEUWINGSPRAKTIJK ................................................................. 9
1.5.1 HANDELING – STRUCTUUR....................................................................................................................................... 10
1.5.1.1 Onlosmakelijk samenspel ............................................................................................................................... 10
1.5.2 VERANDERING - STABILITEIT..................................................................................................................................... 10
1.5.3 PROFESSIONELE ONTWIKKELING (INDIVIDUEEL) – SCHOOLONTWIKKELING ........................................................................ 11
1.5.3.1 vorm van reflectie: reflectie cyclus van korthagen ........................................................................................ 11
1.5.3.2 INHOUD van reflectie ..................................................................................................................................... 11
1.5.3.3 besluit ............................................................................................................................................................. 11

2 THEORETISCH PERSPECTIEF: SENSE MAKING ................................................................................................... 13

2.1 VERSCHILLEN IN BETEKENISGEVING........................................................................................................................ 13
2.2 PERSOONIJK INTERPRETATIEKADER ....................................................................................................................... 13
2.2.1 PROFFESIONEEL ZELFVERSTAAN ................................................................................................................................ 13
2.2.2 SUBJECTIEVE ONDERWIJSTHEORIE ............................................................................................................................. 14
2.3 TWEE BEMERKINGEN OVER HET ZELF VAN DE LEERKRACHT .......................................................................................... 14
2.4 HOW I TEACH IS THE MESSAGE ............................................................................................................................. 14
2.5 BETROKKENHEID EN KWETSBAARHEID ................................................................................................................... 14
2.5.1 3 ELEMENTEN VORMEN KWETSBAARHEID IN HET ONDERWIJS ......................................................................................... 15
2.6 REFLECTIE ....................................................................................................................................................... 15
2.6.1 BREDE REFLECTIE .................................................................................................................................................... 15
2.6.2 DIEPE REFLECTIE .................................................................................................................................................... 15
2.7 CASE: INVOERING NIEUWE EINDTERMEN WISKUNDE (MARZ ET AL.) ............................................................................. 17
2.7.1 KERN.................................................................................................................................................................... 17
2.7.2 PROBLEEMSTELLING EN SITUERING ............................................................................................................................ 17
2.7.3 DE IMPLIMENTATIE VAN DE ONDERWIJSVERNIEUWING .................................................................................................. 17
2.7.3.1 Structureel-functioneel perspectief ............................................................................................................... 17
2.7.3.2 CULTUREEL INDIVIDUEEL PERSPECTIEF .......................................................................................................... 17
2.7.4 ONDERZOEKSRESULTATEN ........................................................................................................................................ 17

3 THEORETISCH PERSPECTIEF: KADERANALYSE................................................................................................... 18

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,Onderwijsvernieuwing
3.1 KERNBEGRIPPEN ............................................................................................................................................... 18
3.2 DRIE VORMEN VAN KADEREN ............................................................................................................................... 18
3.3 KADERANALYSE IS EEN ACT - BEVAT 2 PROCESSEN .................................................................................................... 18
3.3.1 AFSTEMMING = ALIGNMENT .................................................................................................................................... 18
3.3.1.1 Resonantie = resonance ................................................................................................................................. 19
3.4 WAT KUN JE KADEREN? ...................................................................................................................................... 19
3.5 WANNEER KADEREN? ........................................................................................................................................ 19
3.6 SCHOOLLEIDERSCHAP ......................................................................................................................................... 19
3.7 SCHOLENGEMEENSCHAP ..................................................................................................................................... 20
3.8 KADEREN ALS EEN SOCIAAL, INTERACTIEF PROCES ..................................................................................................... 20
3.9 KADEREN ALS EEN COMMUNICATIEF, DISCURSIEF PROCES........................................................................................... 20
3.9.1 INTERACTIEVE KADERANALYSE è 2 SAMENHANGENDE DISCURSIEVE PROCESSEN ............................................................... 20
3.9.2 OPBOUW VAN KADER: ............................................................................................................................................ 20
3.10 KADEREN ALS EEN POLITIEK, GECONTESTEERD PROCES ............................................................................................. 20
3.10.1 HOE ONTSTAAN VERSCHILLEN IN KADEREN? .............................................................................................................. 21
3.10.2 HOE VERSCHIL IN KADEREN VOORKOMEN .................................................................................................................. 21
3.10.3 STRATEGISCHE PROCESSEN VAN OMGAAN MET VERSCHILLEN IN KADEREN....................................................................... 21
3.10.3.1 4 strategische frame alignment processes: .................................................................................................. 21
3.10.3.2 Interactestrategieën ..................................................................................................................................... 21
3.11 EXTRA KENMERKEN ......................................................................................................................................... 23
3.11.1 KADEREN IS VOORDUREND PROCES.......................................................................................................................... 23
3.11.2 KADEREN IN RELATIE TOT RELATIEF STABIELE OPVATTINGEN EN STRUCTUREN IN DE ORGANISATIE........................................ 23
3.11.3 KADEREN è INGEBED IN DE CONTEXT VAN DE ORGANISATE ........................................................................................ 23
3.12 CASUS: COBURN 2006 .................................................................................................................................. 24
3.12.1 HET PROBLEEM VAN DE INSTRUCTIE......................................................................................................................... 24
3.12.2 INTERACTIEF PROCES VAN PROBLEEMKADERING................................................................................................... 24
3.12.3 DE ROL VAN DE SCHOOLLEIDING ..................................................................................................................... 24
3.12.4 MEDIËRENDE ROL VAN PROFESSIONELE GEMEENSCHAPPEN VAN LEERKRACHTEN ............................................................. 25
3.12.5 GEVOLGEN VAN PROBLEEM KADERING ..................................................................................................................... 25
3.13 CASUS: ARTEFACTEN VISIE VAN INDIVIDUELE EN COLLECTIEVE BETEKENISGEVING............................................................ 26
3.13.1 3 VORMEN VAN IMPLIMENTATIE è COMBINATIES OOK MOGELIJK ................................................................................ 26
3.13.2 BESLUIT:............................................................................................................................................................. 26

4 MICROPOLITIEKE THEORIE .............................................................................................................................. 27

4.1 DUALITEIT: AGENCY EN STRUCTUUR:...................................................................................................................... 27
4.2 VLAANDEREN: KWALITEITSZORG .......................................................................................................................... 27
4.3 MICROPOLITIEK BETEKENIS ................................................................................................................................. 27
4.4 KENMERKEN MICROPOLITIEK ............................................................................................................................... 27
4.5 MICROPOLITIEKE GELETTERDHEID ......................................................................................................................... 28
4.6 WENSELIJK GEACHTE WERKCONDITIES ................................................................................................................... 28
4.6.1 MATERIËLE BELANGEN ............................................................................................................................................. 28
4.6.2 ORGANISATIEORSCHE BELANGEN ..................................................................................................................... 28
4.6.3 SOCIAAL-PROFESSIONELE BELANGEN .......................................................................................................................... 28
4.6.4 CULTUREEL-IDEOLOGISCHE BELANGEN........................................................................................................................ 29
4.6.5 ZELFBELANGEN ...................................................................................................................................................... 29
4.7 BESLUIT .......................................................................................................................................................... 29
4.8 CASUS: PEDAGOGISCHE BEGELEIDERS ................................................................................................................... 30
4.8.1 ONDERSCHEID EDUCATIEVE EN POLITIEKE ROL VAN BEGELEIDERS ..................................................................................... 30
4.8.2 MICROPOLITIEKE STRATEGIEËN VAN PEDAGOGISCHE BEGELEIDERS .................................................................................. 30
4.8.2.1 Convergerende strategieën ............................................................................................................................ 30
4.8.2.2 Divergerende strategieën= afwijken .............................................................................................................. 30
4.8.3 EVALUATIEPROCEDURE è VAAK VOORKOMENDE ACTIVITEITEN ..................................................................................... 30

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4.8.3.1 Doelbepaling (goal-setting) ............................................................................................................................ 30
4.8.3.2 Observatie-gebaseerde feedback (observation feedback)............................................................................. 31
4.8.3.3 Scoren/beoordeling berekenen (ratings) ....................................................................................................... 31
4.8.4 BESLUIT ................................................................................................................................................................ 31
4.9 CASE 2: M-DECREET WERKING IMPLIMENTATIEPROCES è MICROPOLITIEK .................................................................... 32
4.9.1 IMPLIMENTATIEPROCES ........................................................................................................................................... 32
4.9.1.1 Adoptiebeslissing............................................................................................................................................ 32
4.9.1.2 Instappen van beleidsarrangement................................................................................................................ 33
4.9.1.3 Implementatie ................................................................................................................................................ 33
4.9.1.4 Schema van vernieuwingsproces: adoptie en implementatie ....................................................................... 33
4.9.2 OPMERKINGEN ...................................................................................................................................................... 33

5 NEO-INSTITUTIONELE THEORIE........................................................................................................................ 34

5.1 VRAGEN.......................................................................................................................................................... 34
5.2 BASIS IDEE ....................................................................................................................................................... 34
5.3 BETEKENIS NEO-INSTITUTIONELE THEORIE ...................................................................................................... 34
5.4 ORGANISATORISCH VELD= INSTITUTIONELE OMGEVING ............................................................................................. 34
5.5 INSTITUTIES ..................................................................................................................................................... 35
5.5.1 3 INSTITUTIONELE ZUILEN (KRACHTEN) ....................................................................................................................... 35
5.6 INSTITUTIONELE LOGICA’S ................................................................................................................................... 35
5.7 INSTITUTIONELE DRAGES EN DRUKMECHANISME ...................................................................................................... 35
5.8 ISOMORFISME VIA INSTITUTIONELE DRUK: DE 3 DRUKMECHANISMEN ........................................................................... 36
5.8.1 ER ZIJN 3 SOORTEN VAN DRUKMECHANISMEN ............................................................................................................. 36
5.9 LOSJES GEKOPPELDE SYSTEMEN (LOOSELY COUPLED SYSTEMS) .................................................................................... 37
5.10 VRAGEN: ...................................................................................................................................................... 37
5.11 CASUS: MENTORING ........................................................................................................................................ 38
5.11.1 VERANDERDE BELEIDSCONTEXT ROND MENTORING VAN BEGINNENDE LEERKRACHTEN: ..................................................... 38
5.11.2 TEKST OPBOUW ................................................................................................................................................... 38
5.11.3 INHABITED INSTITUTIONS : DE ROL VAN AGENCY BINNEN BRENGEN IN NIT ...................................................................... 38
5.11.4 VERANDERING EN STABILITEIT IN MENTORING PRAKTIJKEN ........................................................................................... 38
5.11.4.1 institutionele logica 1: mentoring als een roeping ....................................................................................... 38
5.11.4.2 institutionele logica 2: mentoring als een professionele job ....................................................................... 39
5.11.4.3 Institutionele logica 3: mentoring als een instrument voor lokaal schoolbeleid ......................................... 39
5.11.4.4 conclusie ....................................................................................................................................................... 39
5.11.5 VERSCHILLENDE BRONNEN VAN LEGITMITEIT ............................................................................................................. 39
5.11.5.1 interne bron van legitimiteit ........................................................................................................................ 40
5.11.5.2 externe bron van legitimiteit ........................................................................................................................ 40
5.11.5.3 geïnternaliseerde bron van legitimiteit ........................................................................................................ 40

6 ARTEFACTEN EN ROUTINES ............................................................................................................................. 41

6.1 ARTEFACTEN.................................................................................................................................................... 41
6.2 ORGANISATORISCHE ROUTINES ............................................................................................................................ 41
6.2.1 DRIE KERNELEMENTEN VAN ROUTINES ........................................................................................................................ 41
6.3 VERBAN MET NEO-INSTITUTIONELE THEORIE ........................................................................................................... 42
6.4 ARTEFACTEN ZIJN ACTORS ................................................................................................................................... 42
6.5 CASUS: ROUTINES, INFRASTRUCTUUR EN LOOSE- COUPLING IN BELEIDSIMPLIMENTATIE ................................................ 44

7 DEEL 3: BEGELEIDING VAN ONDERWIJSVERNIEUWING .................................................................................... 45

7.1 INLEIDING ....................................................................................................................................................... 45

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7.2 WIE BEGELEIDT ONDERWIJSVERNIEUWING? ............................................................................................................ 45
7.2.1 SCHOOLINTERN:..................................................................................................................................................... 45
7.2.2 EXTERNE ONDERSTEUNERS:...................................................................................................................................... 45
7.3 CONTEXT: VLAAMS BELEID KWALITEITSZORG........................................................................................................... 45
7.4 HOE BEGELEIDEN? ............................................................................................................................................ 46
7.1 ANALYSE ONDERSTEUNINGSPRAKTIJKEN BIJ IMPLEMENTATIE M-DECREET ...................................................................... 46
7.1.1 DE PERSPECTIEVEN WAARUIT ZE HANDELEN ................................................................................................................. 46
7.1.1.1 Betekenisgevingsperspectief (sense-making theorie) è agecny .................................................................. 46
7.1.1.2 Nit theorie: STRUCTUUR................................................................................................................................. 46
7.1.2 ILLUSTRATIE .......................................................................................................................................................... 46
7.1.2.1 Spanningsveld................................................................................................................................................. 47
7.1.2.2 Conclusie illustratie: ....................................................................................................................................... 47
7.1.3 4 SLEUTELFACTOREN ............................................................................................................................................... 47
7.1.3.1 Congruentie= afstemming .............................................................................................................................. 47
7.1.3.1.1 Probleem 1: Moeilijkheden bij het expliciteren van agenda’s .................................................................... 47
7.1.3.1.2 Probleem 2: De onvermijdelijkheid van meervoudige agenda’s: ................................................................ 47
7.1.3.1.3 Probleem 3: Interne tegenstrijdigheden in agenda’s: ................................................................................. 48
7.1.3.1.4 Probleem 4: Onverzoenlijkheid van agenda’s van verschillende partijen ................................................... 48
7.1.3.1.5 Probleem 5: Uiteenlopende problematiseringen van kwesties .................................................................. 48
7.1.3.1.6 Probleem 6: Dynamiek van agenda’s: ......................................................................................................... 48
7.1.3.2 Loyaliteit ......................................................................................................................................................... 48
7.1.3.2.1 Verschil in Oscar en Olga ............................................................................................................................. 49
7.1.3.3 Legitimiteit ..................................................................................................................................................... 49
7.1.3.3.1 Legitimiteit als bron voor autoriteit (=gelegitimeerd gezag om andere te mogen beïnvloeden) ............... 49
7.1.3.3.2 Politieke strategieën om legitimiteit te verwerven: .................................................................................... 50
7.1.3.4 Urgentie.......................................................................................................................................................... 50
7.1.4 BESLUIT ................................................................................................................................................................ 50
7.2 WEBINAR: INTERNE EN EXTERNE ONDERSTEUNING VAN IMPLEMENTATIEPROCESSEN ........................................................ 51
7.2.1 WAT SPEELT DAAR ALLEMAAL EEN ROL ....................................................................................................................... 51
7.2.2 DETERMINANTEN............................................................................................................................................... 51
7.2.2.1 Schoolinterne determinanten ........................................................................................................................ 51
7.2.2.1.1 Structurele determinanten.......................................................................................................................... 51
7.2.2.1.2 Culturele determinanten ............................................................................................................................. 53
7.2.2.2 het schoolexterne ondersteuningsaanbod: Pedagogische begeleidingsdienst ............................................ 53
7.2.2.2.1 Vorm van ondersteuningstraject ................................................................................................................. 53
7.2.2.2.2 Positionering van de begeleider= hoe zichzelf en door anderen gepositioneerd ....................................... 54
7.2.3 CONCLUSIE ........................................................................................................................................................... 54
7.2.4 ADVIES ................................................................................................................................................................. 55
7.2.4.1 Beschouw implementatie als interpretatief onderhandelen tussen professionals........................................ 55
7.2.4.2 Voer een lokaal innovatiebeleid: de innovatiestuurgroep ............................................................................. 55
7.2.4.3 Leerkrachtleiders: Kansen en valkuilen .......................................................................................................... 55
7.2.4.4 Evidentie en monitoring: Ontwikkel en gebruik een lokaal data-dashboard ................................................. 55
7.2.4.5 Herken, waardeer en gebruik de neveneffecten............................................................................................ 56
7.2.4.6 Vermijd lineair denken: Omarm de arabesk in plaats van de lijn ................................................................... 56
7.2.4.7 Werk actief aan cultuuropbouw ..................................................................................................................... 56
7.2.4.8 Streef naar structurele verankering ............................................................................................................... 56
7.2.4.9 Ondersteuningstrajecten: Heb aandacht voor methodiek, inhoud en relatie ............................................... 56
7.3 KELCHTERMANS & BALLET (2009) “GEEF EENS EEN VOORBEELD” ............................................................................... 57
7.3.1 TERM: VOORBEELDEN VAN GOEDE PRAKTIJK................................................................................................................ 57
7.3.1.1 Problematische veronderstelling in opvoeding en onderwijs ........................................................................ 57
7.3.2 OPLOSSING/ ALTERNATIEF: GOEDE PRAKTIJKVOORBEELDEN ........................................................................................... 58
7.3.3 THEORETISCHE BRIL VAN GOEDE PRAKTIJKVOORBEELDEN ............................................................................................... 58
7.3.3.1 Communicatie-theoretisch perspectief .......................................................................................................... 58
7.3.3.2 Innovatie-theoretisch perspectief .................................................................................................................. 58

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