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„Frau Ibrahimi, was sagt der Islam dazu?“ Die Differenzkategorie „Muslimin“ als soziale Deutungspraxis im pädagogischen Kontext
No full textIn dem Beitrag wird basierend auf einem Dissertationsprojekt anhand von zwei Fallbeispielen aufgezeigt, wie sich die Differenzkategorie „Muslimin“ in Bildungsbiografien von Secondas im pädagogischen Kontext manifestiert: Einerseits als soziale Zuordnungspraxis, welche Subjekte hervorbringt und positioniert und anderseits in der Zuschreibung eines Expertinnentums „für Islam“, welche den omnipräsenten Rechtfertigungs- und Positionierungszwang, dem Muslim_innen gesellschaftlich ausgesetzt sind, reproduziert. Der Beitrag will exemplarisch bildungsbiografische Erfahrungen von Lernenden im Anschluss an hegemoniale Deutungspraxen von Lehrpersonen aufzeigen.Based on a dissertation project and with reference to two case studies, the contribution highlights how the differential category of „Muslima“ is manifested in the educational biographies of Secondas in a pedagogical context. On the one hand, the category can work as a tool of social categorisation, which brings forward subject positions. On the other hand, the category assigns an expertise „for Islam“ which reproduces the omnipresent necessity of justification and positioning to which Muslims are socially exposed. Analysing concrete cases, the contribution explores the biographical experiences of learners in relation to the hegemonic interpretative practices of teachers.S'appuyant sur un projet de thèse et à partir de deux études de cas, cette contribution met en évidence de quelle manière la catégorie différenciatrice de „musulmane“ se manifeste dans des biographies de la formation de Secondas en contexte pédagogique. La catégorie se présente d'une part comme un outil de catégorisation sociale qui met sur le devant de la scène et positionne des sujets; d'autre part, la catégorie assigne une expertise „sur l'islam“ qui reproduit une nécessité omniprésente de justification et de positionnement à laquelle les musulman·e·s sont socialement exposé·e·s. En travaillant sur des cas concrets, la contribution explore les expériences biographiques d'apprenantes en lien aux pratiques interprétatives hégémoniques mises en oeuvre par les enseignant·e·s
Swiss principals' emotions, basic needs satisfaction and readiness for change during curriculum reform
No full textBased on an interdisciplinary theoretical approach, this study examines the relationship between school principals’ perceived satisfaction of their basic psychological needs during curriculum reform, their evaluation of the new curriculum’s usability, their emotional experience and their readiness to engage actively in the curriculum implementation. The sample consists of 359 public school principals in Switzerland, who filled out a questionnaire. Data were analyzed using equation modeling. The results indicate that principals are more open towards the implementation when they evaluate the usability of the new curriculum positively. Further, we found that change-related governance policies supporting the satisfaction of the need for social relatedness, fosters principals’ readiness for change, their evaluation of the new curriculum and their experience of enjoyment, the latter of which relates positively to their readiness to engage in the implementation at their school. The results of the present study suggest that not only teachers’ but also school principals’ emotions do play an important role in the context of educational change and that arranging for needs-oriented innovation governance is worth the effort
Classroom disruptions, the teacher–student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach
No full textThis study used questionnaires and systematic behavioural observations to examine how teachers, students and external observers perceived classroom disruptions, the teacher–student relationship and classroom management in grade 5 and 6 classrooms in Switzerland. The questionnaire showed that the students of a class agreed to a certain extent in their ratings of classroom disruptions, the teacher–student relationship and classroom management. Comparison of teachers’ and students’ ratings showed that agreement on these constructs varied. We found weak to moderate agreement on classroom disruptions, a weak correspondence for the teacher–student relationship, and no association on classroom management. The results of the behavioural observation showed a moderate agreement between external observers’ and students’ ratings, but no association between external observers’ and class teachers’ ratings and only a weak correspondence with the subject teacher ratings. Thus external observers’ low-inference observations corresponded far better with students’ than teachers’ ratings. To sum up, students, teachers and observers perceive classroom processes differently