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Verfasser
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Schicke, Hildegard
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Titel
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Organisation als Kontext der Professionalität: Beruflichkeit pädagogischer Arbeit in der Transformationsgesellschaft
- Reihe
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Theorie und Praxis der Erwachsenenbildung
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Jahr
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2012
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Ort
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Bielefeld
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Verlag
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wbv
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ISBN
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978-3-7639-5109-3
- Zitierlink
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http://www.die-bonn.de/id/10827
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- Abstract
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Until now, the organization-specific proportion in professional development has received little recognition despite its significance for the occupational biographical professionalization of teachers and continuing educators. The book “Organization as Context for Professionalism” was written subsequently to a research and development project, which was aimed at the educational management of continuing educational organization for the professional development of educational employees. The result is presented in the first chapter as the best practice example “Organization-Specific Professional Development”: Personnel, organizational and institutional development are included in the actual development tasks of educational organizations. Processes of structural development and processes of subject development are integrated accordingly. So far, these empirical findings cannot be involved in the educational debate on pedagogical professionalism due to the recurring basic structural difference between the bureaucratictheoretical category of organizations and the professional-theoretical category of professionalism. Obviously, a gap exists between the structural change of educational organizations and the educational work on the one side and the theoretical interpretation on the other side. The book covers these difficulties based on a culturally founded contingency perspective on the categories “Professional Educational Work”, “Educational Professionalism” and “Educational Organization”. Students, researchers and practitioners can (re-)discover the educational organization as a constitutional correlation of educational professionalism and add to the theory-based observational capability. The volume provides a substantial theoretical contribution to the current debate on the relation of educational organization and professionalism. It recommends regarding professionalism as an ambiguous, procedural and relational topic as well as constituting the research object in a triadic structure under consideration of the subject, the profession and the organization.
