"טנגו בין תכנון לשחרור" שינוי פדגוגי ברמה המערכתית: רפלקציה על הטמעת מטלת ביצוע באזרחות

Pedagogical changes in learning, instruction, and assessment take place in numerous countries, including Israel. However, most of these pedagogical changes succeed on a small scale, while sustainable large-scale changes are incredibly challenging. Educational practitioners and researchers alike are still debating the factors that support wide-scale implementation of innovative pedagogical improvement. This paper examines a specific case of a system- wide pedagogical change that took place in Israel between 2007 and 2012: the implementation of PAIT as a vehicle for meaningful learning and alternative assessment in civic education. The authors present three main factors that helped (according to their understanding) to support the implementation process: meticulous pedagogical planning; wide-scale professional development, and granting autonomy to practitioners on all levels. Even though meticulous planning on the one hand and granting autonomy on the other may seem contradictory, the analysis presented in this paper indicates that finding the right balance between these two seemingly opposites is the key to successful implementation. The findings show that such a balance can support a coherent top-down pedagogical goal while also leaving suficient space for practitioners' bottom-up creativity and independent initiatives. This balance enables practitioners on all levels to see themselves as partners who identify with the change process, thereby contributing to its successful implementation. Among other things, success is supported by the participants' ability to adapt "top down" changes to the diverse and contextualized environments in which they are working. The paper ends with practical recommendations for policymakers who are about to lead widescale pedagogical changes.