Understanding pedagogical innovation : beyond an end goal, a professional act

Abstract

"Since the beginning of the modern era, the notion of innovation has been continually evoked in a multitude of contexts. In these contexts, innovation is equated with positive change, with improvement. However, this view is challenged by a number of critics who point out the questionable nature of this assimilation and warn against "change for change’s sake." In the educational context, the same tension can be observed when discussing the concept of pedagogical innovation (PI). In the field, three positions can generally be observed: those who advocate PI and see it as a potential solution to the many challenges faced in the educational environment; those who are wary of it and feel that it is often nothing more than an approach that costs a great deal of energy for the main stakeholders with no guarantee of a return on investment; and finally, the position of those "to be convinced" who, without being closed to change, demand proof of effectiveness or evidence-based data before considering its possible implementation. The fact is, anyone who regularly works in a PI context will recognize that each of these three clans has good reasons for adopting such positions, be they political, scientific, historical or pragmatic. In all these positions, one constant can be observed: PI is associated with its end goal, which is itself generally associated with improved learning or success. The first position hopes for it, the second doubts whether it can be achieved, and the last wants to see whether the goal can be reached before committing itself. This article proposes to look at PI from a different angle: that of a professional act. A professional act cannot be summed up by its end goal: it takes place in complex professional situations, interwoven with constraints, opportunities and limits, where individuals must succeed in deploying "competent action" in order to achieve their goals, but also to respect certain processes and intentions." -- AQPC