The proposal for a paradigm shift in primary education based on Activity Theory

Abstract

The teaching process at primary school and the selection of the methods for teachers requires radical paradigmatical changes. Activity theory, as psychological theory, offers dialectical and dynamic vision of the process of teaching and learning at all educational levels. Activity theory directs its attention to the analysis of the structure of activity, including the goals and the roles of all participants of this process. Within activity theory and cultural historical approach, new fundamental method for the study of the process of teaching and learning might be formulated. The representatives of psychological activity theory have denominated this method as the method of formative experiment. On the bases of this method, the method for systemic and orientated organization of the learning process is proposed. The key element of this method, as of the teaching and learning activity, is the orientation base of intellectual action, which might be formed from initial to superior level of functioning. The article discusses that activity theory might serve as theoretical and methodological platform for preparation of professional teachers at all educational levels. At the same time, activity theory might be the platform for educational research, which should be directed to the increasing of effectiveness of learning process of the pupils according to the formation of the concepts. In the conclusions, major interaction, and collaboration of the representatives of activity theory and historical and cultural approach for providing of the union in research and application of its findings in the practice of education.