Coaching &
professionalisering
Zita Basteleus
Coaching & professionalisering
2de bachelor pedagogie van het jonge kind
2024-2025
,Coaching & professionalisering Samenvatting
Samenvatting
Vak: Coaching & professionalisering
Docent: Geert De Raedemaeker
Academiejaar II – Semester I
Doelstellingen:
- De student begrijpt de verschillende aspecten van het leerproces van volwassenen. (SE)
- De student kent en verdiept zich in twee EBC theorieën en kan deze kritisch benaderen. (SE)
- De student herkent kritische momenten in coaching en kan hierop gepast reageren. (SE)
- De student kent de ZDT motivatietheorie en kan deze toepassen. (SE/paper)
- De student kan vanuit coachingstheorieën reflecteren op de praktijk en deze reflectie
motiveren naar anderen. (paper)
- De student individualiseert en past een specifieke coachingstheorie toe. (paper)
- De student schrijft een wetenschappelijk onderbouwde paper op basis van een zelf
toegepast coachingsproces. (paper)
- De student reflecteert op eigen coachingsvaardigheden. (paper)
1
Zita Basteleus
2PJK
,Coaching & professionalisering Samenvatting
Inhoudsopgave
M1: ADULT LEARNING ......................................................................................................... 6
Adult learning theories ................................................................................................................. 6
Andragogy ................................................................................................................................. 6
Sociaal constructivisme .......................................................................................................... 7
Andragogy als basis voor coaching ........................................................................................... 8
Verschil tussen therapie & coaching ..................................................................................... 8
Transformative learning .............................................................................................................. 9
Meaning perspectives ............................................................................................................ 10
3 types meaning perspectives ............................................................................................. 10
Reflective practice – reflectie...................................................................................................... 11
Experiental learning – learning styles ........................................................................................... 12
Kolb ..................................................................................................................................... 12
Lifecourse development ............................................................................................................ 13
Waarden & motivatie ................................................................................................................. 13
Valence ................................................................................................................................ 13
Self-efficacy ............................................................................................................................. 14
IMPACT ................................................................................................................................ 14
Paulo Freire ................................................................................................................................. 15
Paulo Freire’s filosofie van onderwijs: sleutelconcepten ................................................................ 15
Wie is Paulo Freire? ............................................................................................................... 15
Sleutelconcepten van Freire’s onderwijsfilosofie....................................................................... 16
Problem-posing pedagogiek: ideale onderwijsmethode ............................................................. 17
Dialoog: een cruciaal hulpmiddel in ideaal onderwijs ............................................................. 17
Democratisch onderwijs ........................................................................................................ 18
Conclusie................................................................................................................................. 18
Paulo freire & adult learning ......................................................................................................... 19
Synthese Freire Adult learning .................................................................................................... 19
Liberale & radicale onderwijsfilosofie....................................................................................... 19
Liberale theorieën vs. Radicale theorieën ................................................................................. 20
Waarom nu deze 2 naast elkaar plaatsen? ............................................................................ 20
Bedenkingen rond Freire (westerse kijk) ................................................................................... 21
Concepts & basic implication for education & pedagogic coaching ................................................. 21
Liberalisme ........................................................................................................................... 22
Radicalisme .......................................................................................................................... 24
Marxisme.............................................................................................................................. 25
Socialisme............................................................................................................................ 27
Existentialisme...................................................................................................................... 29
Humanisme vs. Christelijk Humanisme.................................................................................... 31
Humanisme ...................................................................................................................... 31
Christelijk Humanisme ....................................................................................................... 31
Alienation (vervreemding) ....................................................................................................... 32
Electisme ............................................................................................................................. 33
2
Zita Basteleus
2PJK
, Coaching & professionalisering Samenvatting
Rethinking Freire: occasional thoughts on the work of Paulo Freire ................................................ 33
Introductie: de blijvende invloed van Paulo Freire.......................................................................... 33
De kern van Freire’s pedagogiek .................................................................................................. 33
Kritische reflectie op Freire’s werk............................................................................................... 33
Heroïsering & mythevorming ................................................................................................... 33
Gebrek aan aandacht voor intersectionaliteit............................................................................ 33
Freire’s relevantie vandaag de dag .............................................................................................. 33
Neoliberalisme & onderwijshervormingen ................................................................................ 33
Activisme & sociaal engagement ............................................................................................. 34
Kritisch-pedagogische praktijken in navolging van Freire ................................................................ 34
Besluit de blijvende opdracht ..................................................................................................... 34
M2: TRANSTHEORETISCH MODEL................................................................................... 35
Wat is gedragsverandering? ......................................................................................................... 35
Ontstaan van het model ‘stages of change’ .................................................................................. 36
Transtheoretisch model? ........................................................................................................... 36
The stages of change ................................................................................................................... 37
De verschillende fasen van stages of change ................................................................................ 37
Stages of change & coaching ...................................................................................................... 38
Coaching- & leiderschapsstijl ................................................................................................. 38
Stages of change in de praktijk .................................................................................................... 39
Experiëntele processen ............................................................................................................... 39
Bewustmaking .......................................................................................................................... 39
Emotionele beroering ................................................................................................................ 40
Zelf-reëvaluatie ......................................................................................................................... 41
Omgevings-reëvaluatie .............................................................................................................. 41
Sociale bevrijding ...................................................................................................................... 42
Gedragsprocessen ...................................................................................................................... 42
Counterconditionering ............................................................................................................... 42
Stimuluscontrole ...................................................................................................................... 43
Contingentie management ......................................................................................................... 43
Zelfbevrijding ............................................................................................................................ 43
Helpende relaties...................................................................................................................... 43
Stages of change & processen...................................................................................................... 44
ASE-model .................................................................................................................................. 45
Voorwaarden voor gedragsverandering te bekomen ...................................................................... 45
Invloed ASE .............................................................................................................................. 46
Pre-contemplatie .................................................................................................................. 46
Bewustwording.................................................................................................................. 47
Emotionele beroering ......................................................................................................... 47
Contemplatie ........................................................................................................................ 47
Preparatie............................................................................................................................. 47
Barriéres opsporen ............................................................................................................ 48
Actie .................................................................................................................................... 48
3
Zita Basteleus
2PJK
professionalisering
Zita Basteleus
Coaching & professionalisering
2de bachelor pedagogie van het jonge kind
2024-2025
,Coaching & professionalisering Samenvatting
Samenvatting
Vak: Coaching & professionalisering
Docent: Geert De Raedemaeker
Academiejaar II – Semester I
Doelstellingen:
- De student begrijpt de verschillende aspecten van het leerproces van volwassenen. (SE)
- De student kent en verdiept zich in twee EBC theorieën en kan deze kritisch benaderen. (SE)
- De student herkent kritische momenten in coaching en kan hierop gepast reageren. (SE)
- De student kent de ZDT motivatietheorie en kan deze toepassen. (SE/paper)
- De student kan vanuit coachingstheorieën reflecteren op de praktijk en deze reflectie
motiveren naar anderen. (paper)
- De student individualiseert en past een specifieke coachingstheorie toe. (paper)
- De student schrijft een wetenschappelijk onderbouwde paper op basis van een zelf
toegepast coachingsproces. (paper)
- De student reflecteert op eigen coachingsvaardigheden. (paper)
1
Zita Basteleus
2PJK
,Coaching & professionalisering Samenvatting
Inhoudsopgave
M1: ADULT LEARNING ......................................................................................................... 6
Adult learning theories ................................................................................................................. 6
Andragogy ................................................................................................................................. 6
Sociaal constructivisme .......................................................................................................... 7
Andragogy als basis voor coaching ........................................................................................... 8
Verschil tussen therapie & coaching ..................................................................................... 8
Transformative learning .............................................................................................................. 9
Meaning perspectives ............................................................................................................ 10
3 types meaning perspectives ............................................................................................. 10
Reflective practice – reflectie...................................................................................................... 11
Experiental learning – learning styles ........................................................................................... 12
Kolb ..................................................................................................................................... 12
Lifecourse development ............................................................................................................ 13
Waarden & motivatie ................................................................................................................. 13
Valence ................................................................................................................................ 13
Self-efficacy ............................................................................................................................. 14
IMPACT ................................................................................................................................ 14
Paulo Freire ................................................................................................................................. 15
Paulo Freire’s filosofie van onderwijs: sleutelconcepten ................................................................ 15
Wie is Paulo Freire? ............................................................................................................... 15
Sleutelconcepten van Freire’s onderwijsfilosofie....................................................................... 16
Problem-posing pedagogiek: ideale onderwijsmethode ............................................................. 17
Dialoog: een cruciaal hulpmiddel in ideaal onderwijs ............................................................. 17
Democratisch onderwijs ........................................................................................................ 18
Conclusie................................................................................................................................. 18
Paulo freire & adult learning ......................................................................................................... 19
Synthese Freire Adult learning .................................................................................................... 19
Liberale & radicale onderwijsfilosofie....................................................................................... 19
Liberale theorieën vs. Radicale theorieën ................................................................................. 20
Waarom nu deze 2 naast elkaar plaatsen? ............................................................................ 20
Bedenkingen rond Freire (westerse kijk) ................................................................................... 21
Concepts & basic implication for education & pedagogic coaching ................................................. 21
Liberalisme ........................................................................................................................... 22
Radicalisme .......................................................................................................................... 24
Marxisme.............................................................................................................................. 25
Socialisme............................................................................................................................ 27
Existentialisme...................................................................................................................... 29
Humanisme vs. Christelijk Humanisme.................................................................................... 31
Humanisme ...................................................................................................................... 31
Christelijk Humanisme ....................................................................................................... 31
Alienation (vervreemding) ....................................................................................................... 32
Electisme ............................................................................................................................. 33
2
Zita Basteleus
2PJK
, Coaching & professionalisering Samenvatting
Rethinking Freire: occasional thoughts on the work of Paulo Freire ................................................ 33
Introductie: de blijvende invloed van Paulo Freire.......................................................................... 33
De kern van Freire’s pedagogiek .................................................................................................. 33
Kritische reflectie op Freire’s werk............................................................................................... 33
Heroïsering & mythevorming ................................................................................................... 33
Gebrek aan aandacht voor intersectionaliteit............................................................................ 33
Freire’s relevantie vandaag de dag .............................................................................................. 33
Neoliberalisme & onderwijshervormingen ................................................................................ 33
Activisme & sociaal engagement ............................................................................................. 34
Kritisch-pedagogische praktijken in navolging van Freire ................................................................ 34
Besluit de blijvende opdracht ..................................................................................................... 34
M2: TRANSTHEORETISCH MODEL................................................................................... 35
Wat is gedragsverandering? ......................................................................................................... 35
Ontstaan van het model ‘stages of change’ .................................................................................. 36
Transtheoretisch model? ........................................................................................................... 36
The stages of change ................................................................................................................... 37
De verschillende fasen van stages of change ................................................................................ 37
Stages of change & coaching ...................................................................................................... 38
Coaching- & leiderschapsstijl ................................................................................................. 38
Stages of change in de praktijk .................................................................................................... 39
Experiëntele processen ............................................................................................................... 39
Bewustmaking .......................................................................................................................... 39
Emotionele beroering ................................................................................................................ 40
Zelf-reëvaluatie ......................................................................................................................... 41
Omgevings-reëvaluatie .............................................................................................................. 41
Sociale bevrijding ...................................................................................................................... 42
Gedragsprocessen ...................................................................................................................... 42
Counterconditionering ............................................................................................................... 42
Stimuluscontrole ...................................................................................................................... 43
Contingentie management ......................................................................................................... 43
Zelfbevrijding ............................................................................................................................ 43
Helpende relaties...................................................................................................................... 43
Stages of change & processen...................................................................................................... 44
ASE-model .................................................................................................................................. 45
Voorwaarden voor gedragsverandering te bekomen ...................................................................... 45
Invloed ASE .............................................................................................................................. 46
Pre-contemplatie .................................................................................................................. 46
Bewustwording.................................................................................................................. 47
Emotionele beroering ......................................................................................................... 47
Contemplatie ........................................................................................................................ 47
Preparatie............................................................................................................................. 47
Barriéres opsporen ............................................................................................................ 48
Actie .................................................................................................................................... 48
3
Zita Basteleus
2PJK
