NDLI: Metamorphoses of pedagogical autonomy in German school reforms: continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspection1

Please wait, while we are loading the content...

Volume 2005, 2005

Volume: 1 Issue: 3

Volume: 1 Issue: 2

Autonomy in education: theoretical and empirical approaches to a contested concept

Life and work in academia

Validering som styrningsteknik i svensk vuxenutbildningspolicy

Collegiality in modern universities – the composition of governance ideals and practices

Temaintroduktion Utvärdering, forskning och politik, del II

Teacher assessment literacy beyond technicalities and intuition

Temaintroduktion: Högre utbildning i ljuset av högskolelagen - exemplet lärarutbildning

The nature of autonomy†

Science and speed addiction: the scholar’s vocation in the age of efficiency

Betygssystemet som fenomen ur ett lärarperspektiv

In Search of the Political Morality of Evaluation Practice

Utveckling och förändring i kommunal vuxenutbildning Yrkeslivshistoriska studier och sammanhangsanalys om tre epoker

Examensarbetet inom lärarutbildningen – En analys i relation till Högskolelagens mål

Autonomy and street-level bureaucrats’ coping strategies

Those who walk the talk: the role of administrative professionals in transforming universities into strategic actors

To Govern in Silence? An essay on the political in national evaluations of the public schools in Sweden

Relata refero: ”Positiv, pigg och bra attityd”

Three forms of professional autonomy: de-professionalisation of teachers in a new light

Perspektiv på forskningsanknytning i högre utbildning

Motivationsteori som verktyg för styrning och kontroll

Utvärderingens dubbla politik

Academics on the move? Gender, race and place in transnational academic mobility

Portföljer, en bärande idé?

Med örat mot nyblivna lärare - lärarutbildningen i backspegeln

Svenska som andraspråk i grundskolans styrdokument

Shifts in curriculum control: contesting ideas of teacher autonomy

War and Peace … and Evaluation

The establishment of formal research groups in higher education institutions

Local educational actors doing of education – a study of how local autonomy meets international and national quality policy rhetoric

Pedagogisk forskning om utbildningsreformer: Några reflektioner om möjligheter och utmaningar utifrån en genomförd reformstudie

Temanummer: Vuxenutbildning & vuxnas lärande som policy

Temaintroduktion : Bedömningspraktiker i skolans vardag

Metamorphoses of pedagogical autonomy in German school reforms: continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspection1

Bush’s Neo-Fundamentalism and the New Politics of Evaluation

The academic seminar as emotional community

En läroplansteoretisk och läroplanshistorisk analys av kunskapsbedömning i Sveriges första läroverksstadgar 1561 – 1724.

Innovation and autonomy at a time of rapid reform: an English case study

Industrial adjunct professors in Sweden: meeting many goals despite unexpressed expectations

Perspektiv på ungdomstidens förändringar

Teacher autonomy in the era of New Public Management

The making of a professional academic: an analysis of Swedish doctoral supervision policy

Negotiating learner autonomy: a case study on the autonomy of a learner with high-functioning autism

Assessing educational expertise in academic faculty promotion

Recruitments in Finnish universities: practicing strategic or pathetic HRM?

Curriculum Vitae – The Course of Life

Volume: 1 Issue: 1

Metamorphoses of pedagogical autonomy in German school reforms: continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspection1

Content Provider	Taylor & Francis Online
Author	Heinrich, Martin
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.
File Format	PDF HTM / HTML
ISSN	20020317
DOI	10.3402/nstep.v1.28563
Journal	Nordic Journal of Studies in Educational Policy
Volume Number	2015
Issue Number	2
Language	English
Publisher	Co-Action Publishing
Publisher Date	2015-07-03
Access Restriction	Open
Subject Keyword	Autonomy School development School inspection School profiling School development planning
Alternative Title	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
Content Type	Text
Resource Type	Article
Subject	Education

Central Library (ISO-9001:2015 Certified)
Indian Institute of Technology Kharagpur
Kharagpur, West Bengal, India | PIN - 721302

See location in the Map
03222 282435
Mail: support@ndl.gov.in

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in