Abstract
This contribution is about the design of innovative teaching practices. Innovation is fostered by a focus on creative tasks for school pupils, and supported by teacher education courses. Two examples of teacher education practice are presented, both requiring from student teachers to produce innovative pedagogical de- signs. A pedagogical design is defined by a specific set of tasks, by a social setting and by a sequence. The first example requires pedagogical designs offering a thinking space to learners, while the second example is based on an iterative research methodology (PIO). The discussion of these two examples stresses two features of these practices, that can be considered supporting creativity and agency in classroom activities: the anticipation and confrontation between prediction and observation, and the articultion of collective and solitary moments of work in specific sequences. Future research could investigate the potential support the various combinations of collective and solitary moments of activity offer to creativity. These combinations can be designed for teaching practices to fit specific pedagogical and learning objectives, and can be evaluated through micro-design research.
Highlights
This contribution is about the design of innovative teaching practices
We examine the potential for encouraging innovative school practices through pedagogical design, building on a few elements from the literature on creativity
The section examines the articulation between innovation and design, and sketches the potential of pedagogical and teacher education designs for new practices in teaching
Summary
Recent educational changes in various countries have associated pedagogical innovations with cross-curricular competencies, such as social and communicative skills, meta-cognitive skills, reasoning and creative thinking. A pupil writing a new text, drawing a picture, composing music, or solving a problem has the opportunity to learn domain-specific content and to develop cross-curricular competencies. The fact that teaching practices focusing on cross-curricular competencies are often considered a challenge for pupils, teachers, teacher educators and researchers, leads us to consider the development of such teaching practices an innovation. Research on the socio-cognitive conflict shows that such situations of confrontation of ideas among peers can be beneficial for learning, under certain specific conditions (Perret-Clermont, 1980; Doise & Mugny, 1981; Littleton & Howe, 2010), and even when none of the peers have succeeded in the task individually before the interaction (Schwarz et al, 2008)
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