Kooperationsbereit oder Innovationsgegner?

Abstract

Zusammenfassung Die Frage nach der Implementation von large-scale-Reformen spielte bzw. spielt sowohl in der Vergangenheit als auch in den aktuellen Debatten um Strukturveränderungen und Qualitätsoffensiven im Bildungssystem eine entscheidende Rolle. Bei der Umsetzung dieser Reformen richtet sich der Blick in besonderem Maße auf die einzelne Schule und damit vor allem auf die Schulleitung, die gerade in Reformprozessen eine Schlüsselrolle einnimmt. Im vorliegenden Beitrag wurde der Stages of Concern-Fragebogen (SoCQ, vgl. Hall und Hord 2011), der den Grad der Auseinandersetzung beteiligter Akteure mit einer Innovation phasenbzw. stufenweise erfassen soll, jedoch in jüngerer Zeit zunehmend auch zur Bildung von unterschiedlichen Profilen bzw. Typen der Auseinandersetzung mit Reformen verwendet wird, im Rahmen einer umfassenden Schulstrukturreform in Berlin ein-Zusatzmaterial online Zusätzliche Informationen sind in der Online-Version dieses Artikels (

Implementing reform in the teacher education system: Concerns of teacher educators

“…To reduce these perceived uncertainties and threats of the affected organizational members, it is essential to explain to them the necessity and benefits of the intended changes (Lauer, 2019;Schneider & Retzbach, 2012;Wagner et al, 2010). An innovation process often drags on for several years or even decades (Desimone, 2002;Goldenbaum, 2013), is very laborious, and usually meets with great resistance from stakeholders, especially if it is a top-down process, which is typical for hierarchical organizations (Böse et al, 2018;Oerke, 2012, Schneider, 2019. As the educational system, and, in particular, teacher training represents a large organization, these challenges of change management were to be expected as concomitant phenomena of a substantial reform of the induction phase of teacher education.…”

“…For example, the profile of the "Cooperator" (see Fig. 1, solid line) is characterized by peaks in the desire for more information (stage 2), -Friedlander et al, 2004;Böse et al, 2018;George et al, 2013;Oerke, 2012;Pant et al, 2008aPant et al, , 2008b. The profile of the innovation "Opponent" (see Fig.…”

“…Individuals with this profile do not express the need for more information about the innovation and for collaboration with others. They indicate that they are more likely to oppose the innovation and to accept it only if their own beliefs are taken into account (Bitan-Friedlander et al, 2004;Böse et al, 2018;George et al, 2008;Oerke, 2012;Pant et al, 2008aPant et al, , 2008b. Additional SoC profiles were identified but are not discussed here, e.g., "The 'Improver'", "The 'Worried'", "The 'Docile Performer'", "Impact Concerns Profile", "Moderate Innovators", and "Non-Users" (Bitan-Friedlander et al, 2004;Hall & Hord, 2015;Oerke, 2012;Pant et al, 2008a).…”

“…Data from a study by Overbaugh and Lu (2008) suggests that, when faced with change, female teachers were more likely to engage in self and task related concerns. Böse et al (2018) reported that female principals were descriptively more likely to be found in profiles that were committed reform implementers than were male principals. Teerling et al (2018) further reported in their study that the teacher/principal assignment negatively predicted the task management.…”