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OIKOS

The OĂŻkos course, which lasts a total of 36 hours and includes individual reading, research, experimentation and evaluation, is intended for school staff who want to explore outdoor teaching methods and learn about scientific advances in the field. For an in-depth understanding of this course, we will begin with a brief overview of its history and international scope.

HAPPI

HAPPI training is a 36-hour module (including individual reading, research, experimentation and evaluation). Its aim is to help school staff interested in active teaching methods to experiment with new practices, and to raise awareness of scientific research on the subject.

CONAPEDE The concept of nature to the test of outdoor education

CONAPEDE, a transnational research on outdoor education : To problematize, through an analysis of controversies in various disciplinary fields, how actors on the ground apprehend the concept of ‘nature’ in outdoor pedagogies, in order to identify its political, social, and philosophical implications ; To co-construct evolving interdisciplinary pedagogical and didactic approaches on the concept of ‘nature’ for multiple school levels; And to train teachers by supporting them in the experimentation and evaluation of new pedagogical and didactic approaches.

MOSAIC Making Our School An Inclusive Context for all families? An action research on co-approachIng multiliteraCies

MOSAIC Making Our School An Inclusive Context for all families? An action research on co-approachIng multiliteraCies Dates June 2023 – Decemeber 2024 Thematics Family-School Partnership (FSP) in an inclusive perspective Facilitation of the FSP in different school contexts through the professional development of inservice teachers by using reflecting practices and Read more…

HAPPI How are active pedagogies designed, supported and implemented?

HAPPI, a collaborative action research project involving various school and research players in Europe, to : Identify the various representations behind the concept of active pedagogies, depending on the actors and contexts involved; Analyze the place of active pedagogies in initial and continuing training, as well as the needs of players in the field; And support the reflexivity of players in relation to their practices and experimentation with new ways of doing things (and share resources for doing so).

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