Initiatives d´activisme en formation initiale de professeurs : préparer à l´action et à la transformation

Abstract

L'action collective raisonnée, connue sous le nom d'activisme, orientée vers la résolution de problèmes de la société, offre des possibilités d'apprentissage tout au long de la vie et permet aux étudiants de développer des connaissances du domaine de la science et de la technologie. Dans une société où les découvertes scientifiques et les progrès technologiques sont constants, les potentialités de cette approche sont également reconnues dans la formation de citoyens responsables, capables d'agir et de résoudre des problèmes, tout en essayant d'influencer d'autres citoyens à prendre des décisions sur les problèmes complexes tels que ceux que présentent les questions socialement vives. Considérant que la formation de jeunes et d'adultes plus responsables et scientifiquement informés est fondamentale, cette recherche-action visait: a) à munir les futurs enseignants de compétences dans la conception, la mise en oeuvre et l'évaluation des activités orientées vers l'action sociopolitique sur les questions socialement vives; b) promouvoir chez les participants les valeurs de citoyenneté et de sensibilisation à l'environnement; c) identifier les difficultés et le potentiel de ces initiatives; d) comprendre l'impact de ce type d'expérience éducative chez les futurs enseignants. Les participants à l'étude étaient des étudiants préparant une licence en éducation élémentaire (futurs professeurs des écoles primaires et maternelles) dans le contexte de la discipline d'Éducation à l'Environnement. L'analyse des narratives produites par les futurs enseignants a permis de constater que tous avaient développé des compétences au niveau de la planification et de l'intervention dans la société, en recourant à différents types d'initiatives. Cette expérience de formation a ainsi permis, aux participants le développement de capacités à l'action et à la transformation sociale et environnementale. Il a également été possible de sensibiliser le public-cible des actions réalisées par les futurs enseignants à agir de façon plus responsable sur l'environnement.

Education for Environmental Citizenship in Pre-Service Teachers: Potentialities and Limitations of a Pedagogical Approach Applied at a Distance

“…The affirmations of the participants made it possible to understand that the experience of the project could motivate these future professionals to include practices that are oriented towards sustainability and organised according to this pedagogical approach in their future professional activity. These data support the data obtained in previous studies conducted by Linhares and Reis [22], which showed the importance of an effective integration of practices oriented to education for environmental citizenship and for action in the initial training of education professionals to enable them to implement these practices later in their own contexts of intervention.…”

“…In this same project, various studies conducted during pre-service teacher training made it possible to understand the potentialities, as well as some of the difficulties, which could arise with proposals oriented for action. In terms of potentialities, the important potentialities are those which focus on an understanding of the complexity of the environmental problems being analysed, as well as critical thought, communication and training for action [21,22]. The difficulties were essentially due to a lack of familiarity with the approaches, which were oriented for action in the community.…”

“…The difficulties were essentially due to a lack of familiarity with the approaches, which were oriented for action in the community. A lack of experience with strategies which could lead to transformative action, oriented by environmental values, can condition the adoption of practices with these characteristics by the teachers, even if they recognise all of their potentialities and advantages for the education of young people [22]. This situation brings us to the need for a more effective integration of practices that are oriented for action in the training of teachers and educators.…”

“…While several studies have investigated the impact of university degrees on some of the EC attributes [25,26] and the importance of an effective integration of practices oriented towards the promotion of action competences regarding environmental problems, in the initial training of education professionals, to enable them to implement these practices later in their own contexts of intervention [22], no previous studies resorted to the EEC pedagogical approach to organize courses for initial teacher training. Georgiu, Hadjichambis and Hadjichambi [5] pointed out the necessity to test the EEC pedagogical approach with pre-service teachers in the context of future teachers' training initiatives duly designed for this purpose.…”

Climate Youth Activism Initiatives: Motivations and Aims, and the Potential to Integrate Climate Activism into ESD and Transformative Learning

“…The concept of interactivity requires interaction between the visitors within the exhibition and between the visitors and the objects that are being exhibited [39,40]; an interaction that exists even if the visitor is only thinking and reflecting on the stimulus from the object, not requiring any physical movement [41,42]. Several studies have suggested guidelines on how to develop socio-scientific based exhibitions, such as presenting an interesting narrative in order to raise visitors' curiosity and challenge and stimulate their participation [43][44][45][46].…”