25 research outputs found
Reform as ongoing positioning process:The positioning of a teacher in the context of reform
Item does not contain fulltex
Harmony and disharmony in an educational reform conmcert: towards a Parson's inspired dynamic model of tuning
In large-scale educational reforms, many actors play their roles. The diversity of contributions and lack of harmonization prove to be frequently found to cause educational reform failures. Many explanations for these failures focus on differences between the actors and on differences in their contributions to the reform process. In this article, we examine the effects of these differences and emphasize on the need to harmonize these contributions to the reform process. Contributions by several actors to a large-scale curriculum reform undertaken in the Netherlands in the 1990s are mapped for this purpose. This curriculum reform is part of a larger educational reform aimed to introduce a constructivist approach. Education is conceptualised as a social system, and educational reform as the manner in which this social system adapts to immanent and emmanent changes. The actors in the education system are distributed across functional subsystems. In the present analyses, teacher acting within a particular subsystem stands central. The results show adequate exchange and harmonization of the contributions from the different subsystems to be a necessary condition for successful educational reform. To achieve a good exchange and harmonization, the use of an Educational Impact Assessment is recommended
Exploring scientific, artistic, moral and technical reflection in teacher action research
Item does not contain fulltext3 maart 201715 p
Understanding the complexity of teacher reflection in action research
Contains fulltext :
166702.pdf (Publisher’s version ) (Open Access)ABSTRACT
Reflection in action research is a complex matter, as is action research
itself. In recent years, complexity science has regularly been called
upon in order to more thoroughly understand the complexity of
action research. The present article investigates the benefits that
complexity science may yield for reflection in action research. This
article begins by explicating the sense in which the complexity of
reflection in action research involves the role of values and existential
knowledge in education. The gap between theory and practice is also
explored. On the basis of a number of common features of complex
systems (heterogeneous, open, dynamic, non-linear, adaptive, and coadaptive),
the sense in which reflection can be regarded as a complex
system is discussed. To this end, the features of complex systems are
translated into features of reflection in action research, which, in turn,
are illustrated with examples from recent publications on reflection in
action research. The aim of this analysis is to make reflection in action
research more understandable and manageable. In line with this, it
is argued that room for insecurity and unpredictability, combined
with an explicit consideration of reflection as a complex system,
contributes to the use of complexity as a stimulus for new learning12 februari 201615 p