Assisting teachers for curriculum innovation: An international comparative study

Comparison of Vygotskijan and Piagetian points of view.

Background. All endeavors for the innovation of a school curriculum struggle with the question of defining the role of the adult in this process. In particular, issues arise about how to achieve professionalization of the teacher, especially when the professionalization means realizing an innovative curriculum.

Objective. A crucial role in achieving innovations is played by the teacher-educator, the person who is in charge of assisting the teacher, and in so doing, integrating the theory behind the innovation with concrete classroom practices. In this article we discuss both a Piagetian and a Vygotskian way of assisting teachers in the innovation of the school curriculum, starting from their assumptions on the importance of the interaction between the teacher-educator and the teacher, and focusing on the concrete classroom activities of the pupils.

Results. Our research is based on comparing the Piagetian Pédagogie Interactive, developed in Paris, with the Vygotskian approach of Developmental Education, developed in the Netherlands. Apart from the clear commonalities of the two approaches, we also point out basic differences, which are reflected in the methods of teacher assistance. The biggest difference between the two approaches is the extent to which the teacher may guide the pupils’ learning, and, accordingly, how the teachers are assisted by a teacher-educator to adopt the teaching style that is consistent with the theoretical ideas that underlie the two approaches.

Conclusion. When innovating curricula for the future, it is important to provide pupils and teachers with up-to-date knowledge, skills, and attitudes. Both teachers and pupils should be guided by more knowledgeable others, who know both the new content and the theoretical background, and take the responsibility for promoting development in a meaningful way. The teachers need assistance from a teacher-educator, while the pupils need stimulating support from their teacher.