“Academisch optimistische leerkrachten kijken op een andere manier naar sociaaleconomisch kwetsbare leerlingen”
Leerkrachten uit academisch optimistische scholen kijken op een andere manier naar sociaaleconomisch kwetsbare leerlingen dan collega’s uit minder optimistische scholen. Dat blijkt uit de masterscriptie van Ruben Vanrusselt (Universiteit Antwerpen). Hij onderzocht redenen die leerkrachten in acht Antwerpse secundaire scholen aanhaalden voor een hoge of lage mate van gerichtheid op leren, vertrouwen in leerlingen & ouders en geloof in eigen kunnen.
“Een lage sociaaleconomische achtergrond van leerlingen speelt geen rol voor academisch optimistische leerkrachten”, zegt Vanrusselt. “Integendeel, het is een extra motivatie voor deze leerkrachten om het onderste uit de kan te halen.” Leerkrachten uit academisch optimistische scholen vermelden ook vaker collega’s en hun schoolteam om successen te verklaren. Ze zijn zich goed bewust van de sterktes van hun team. Leerkrachten uit academisch pessimistische scholen wijzen daarentegen wél vaker naar de sociaaleconomische achtergrond, taalproblemen en culturele verschillen van leerlingen om uit te leggen waarom zij zich minder bekwaam voelen om de lat hoog te leggen voor iedereen.
Academisch optimisme: een antwoord op dalende onderwijsuitkomsten en sociale ongelijkheid
Academisch optimisme klinkt misschien ingewikkeld, maar is eigenlijk een eenvoudig concept. Het is een combinatie van gerichtheid op leren, geloof in eigen kunnen en vertrouwen in leerlingen & ouders. Scholen met een academisch optimistische cultuur kunnen het verschil maken voor alle leerlingen. Ze slagen erin om leerlingen naar goede leerprestaties te brengen, ongeacht de afkomst, thuissituatie of eerdere resultaten van deze leerlingen. “Academisch optimisme is een krachtig antwoord op de misvatting dat scholen niet zouden kunnen werken aan sociale gelijkheid én tegelijkertijd de lat voor iedereen hoog kunnen leggen”, aldus Vanrusselt. Dat academisch optimistische scholen daarin slagen, is al herhaaldelijk aangetoond in cijfers. Hoé ze dat dan precies doen, is nog niet helemaal duidelijk. Al lijkt de manier waarop leerkrachten oorzaken voor succes en falen attribueren wel een rol te spelen.
De attributiebril: welke redenen halen leerkrachten aan en wat betekent dit?
Vanrusselt vergeleek de attributies van acht leerkrachten uit academisch optimistische scholen met die van acht leerkrachten uit academisch pessimistische scholen. “Naast de mate van academisch optimisme, nam ik ook sociaaleconomische leerlingengegevens van elke school mee in deze vergelijking”, aldus Vanrusselt, “zo kon ik onderzoeken of leerkrachten uit scholen met veel sociaaleconomisch zwakke leerlingen dit gegeven ook vaker als reden aanhaalden voor een lage gerichtheid op leren, vertrouwen en geloof in eigen kunnen”. Wat bleek? Dit gebeurde enkel bij leerkrachten uit academisch pessimistische scholen. Leerkrachten uit academisch optimistische scholen haalden een lage sociaaleconomische situatie net aan om te verklaren waarom ze de lat wél hoog legden en werkten aan een goede vertrouwensband met leerlingen en ouders.
Ligt het dan enkel aan de leerkrachten?
“Dat is véél te kort door de bocht”, zegt Vanrusselt, “een betrokken directie, een duidelijke visie en een schoolorganisatie die leerkrachten ondersteunt, blijken allemaal essentieel bij het bouwen aan een academisch optimistische schoolcultuur”. Deze studie toont vooral aan dat leerkrachten uit academisch optimistische scholen op een andere manier naar hun leerlingen, hun school en hun job kijken.
Meer weten?
Ruben Vanrusselt ruben_vanrusselt@hotmail.com Tel. +32479337328
Promotor: Prof. Dr. Jan Vanhoof jan.vanhoof@uantwerpen.be Tel. +3232654512
Copromotor: Dra. Ruud Lelieur ruud.lelieur@uantwerpen.be Tel. +3232659277
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