Professionalisering van onderwijs en onderwijsinnovatie

Samenvatting

Discussed is whether defining schools as professional organizations has consequences for choice of innovation methods. If schools are seen as dominated by autonomous experts, use of political power to implement innovations is problematic. A power-coercive approach is incompatible with the ideology of professionalism. If schools are defined as a common-weal organization, use of power to implement innovations is more justified. Four problems connected with the process of professionalization of innovation in deduction are considered: (1) lack of planning & coordination, (2) lack of scientific knowledge on how to implement innovation, (3) tension between professionalism & educational democratization, & (4) tension between attempts to improve teachers' skills & organization of specialized educational knowledge outside the school. Modified HA.