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HAPPI How are active pedagogies designed, supported and implemented?

Dates

January 2023 – June 2024

Thematics

Active pedagogies in seconday school

Education level involved

Directly, higher education : universities (ULB + Aix-Marseille), Training Institute (for in-service teacher) and the "Hautes écoles in Belgium" (for pre-service teacher).Indirectly, preschool, primary schools, secondary schools

Keywords

In this collaborative action research, we wish to set up communities of critical praxis with researchers, teacher trainers and teachers intereseted in active pedagogies to identify continuities and discontinuities in representations and practices relating to active pedagogies according to the context and/or the actors. And to analyze them in relation to the scientific literature to enable the actors of the research to experiment new practices. We will also analyze the training pathway, the needs and, more generally, the profiles of the actors involved in active pedagogies in the various contexts to better understand and improve the practices in initial and continuing education on these topics. To do so, we will support school actors interested in active pedagogies in their reflexivity approach, the experimentation of new devices resulting from active pedagogies and the evaluation of their effects. This in order to carry out a training module on these themes (adaptable according to the actors and/or the local or transnational contexts).

Project context

Whereas in Belgium, Italy, France or more generally internationally, since the end of the 1980s, active/alternative pedagogies have been at the heart of new developments at all levels of education (from pre-school to university), at local, national or even international scale. However, despite the interest in active pedagogies from educational actors, these themes remain little present in the scientific literature (see for example in the French-speaking world) and are the source of many controversies, particularly with regard to their effects: an emancipation device for some and a device that reproduces social inequalities for others. Moreover, while the issue of initial and in-service training or, more specifically, the problem of acculturation of new teachers seems to be at the center of all establishments claiming to use active pedagogies, it seems to depend very much on the various institutions and/or pedagogical reform movements.

Project objectives

  1. Understanding the variousrepresentations, practices, the training paths and the profiles of the actorsinvolved in active pedagogies and their representation of the training needs.in several specific contexts (the Brussels-Capital Region, the SUD region and the Metropolis of Marseille) in order to point out the continuities and discontinuities between actors and/or according to national, local or training contexts as well as in relation to the scientific literature.
  2. Accompanying and supporting school actors (teachers, directors, trainers, POs) interested in active pedagogies at several levels: reflecting on their practices, experimenting new devices resulting from active pedagogies and evaluating their effects on the various actors involved in learning (teachers, learners, families, etc.). It will also be a question of evaluating the effects of the various devices experimented within the framework of these accompaniments.

Methodological perspective

In the framework of this collaborative action-research with field actors, teacher trainers and researchers interested in active pedagogies, we wish to adopt a comprehensive and critical methodological perspective. Rather than “thinking about” school actors, we wish to form partnerships (Ferrel et al., 2021) with the individuals concerned in order to shed light on diverse and complex realities, but also to allow for the sharing of experiences aiming a dual purpose : to grasp elements of understanding of the various theorisations and controversies relating to active pedagogies in the scientific literature and, to build new knowledge with the various school actors by drawing on their experience and practice, in their specific contexts.

In concrete terms, communities of practice at the national and transnational levels, between the different actors of this research partnership will be organized during the year 2023-2024: remote and face-to-face.

Project leaders

  • IMPEDOVO Maria Antonietta (Aix-Marseille Université)

  • ROLAND Elsa (Université Libre de Bruxelles

Other partners

  • TALHAOUI Amina (Université Libre de Bruxelles)

  • AUGUSTIN Vladimir (Université Libre de Bruxelles)

  • DELHAYE Coralie (Université Libre de Bruxelles)

  • CONTENT Alain (Université Libre de Bruxelles)

  • DELEPIERRE Maud

  • FERREIRA FERNANDEZ Soledad (Université Libre de Bruxelles)

  • BEAUDOUIN Laurence

  • LOCHET Catherine (Université Libre de Bruxelles)

  • VAN DE MOOSDYK Remy 

  • VANKERKOVEN Aurélie (Université Libre de Bruxelles)

  • CAMPILLO Valérie (Aix-Marseille Université)

  • LAISNEY Patrice

  • And teachers participating in a university certificate on active pedagogies and teachers already involved in a research on cooperative in Brussels and teachers already involved in a research on collaborative pedagogy in priority education networks (REP, REP+) in Aix-Marseille Université.


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