Metamorphoses of pedagogical autonomy in German school reforms. Continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspection.

Autor/in	Heinrich, Martin
Titel	Metamorphoses of pedagogical autonomy in German school reforms. Continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspection.
Quelle	In: Nordic journal of studies in educational policy, 2015 (2015) 2, S. 51-61 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2002-0317
DOI	10.3402/nstep.v1.28563
Schlagwörter	Autonomie; Autonomie; Deutschland; Lehrer; Unterricht; Didaktik; Schulentwicklung; Schulprofil; Schulentwicklung; Schulinspektion; Lehrer; Didaktik; Unterricht; Deutschland
Abstract	This contribution begins with an analytical differentiation of three different forms of autonomy that appear in the German educational research discourse. Based upon the Enlightenment's proposal of an autonomous subject as the ideal objective, the pedagogical interpretation of this concept postulates the idea of the autonomous nature of the child, which is discussed in contexts of reformed pedagogy. In the pedagogical process, which is considered to be a dialectic process within the medium of autonomy and heteronomy, the inevitable result of the autonomous nature of the child is the autonomy of the teacher. Teacher autonomy appears necessary in order to handle the dialectical nature of this process. This freedom of the teacher is itself tied to the manoeuvring room institutionally provided within a given educational system. As a consequence, the autonomy of the school as an institution becomes necessary. After presenting these three different forms of autonomy, the article will discuss their continuities, discontinuities and synchronicities against the background of Germany's various stages of educational reform in the last 40 years. This will be achieved through the means of brief insights into empirical studies on school planning development, school inspection and school profiling. Finally, the consequences of these different forms of relating to the question of autonomy for the discourse on school reform and school development are discussed. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/4