The Institut de Recherche en Didactiques et Éducation de l'Université de Namur (IRDENa) is made up of researchers from various faculties and departments at the University of Namur. These transversal relationships offer a multidisciplinary approach and aim to amplify synergies between researchers in the world of education and didactics.

Their mission is to foster the emergence of new research objects and methodologies, stemming from a variety of disciplinary anchors.

Logo Institut IRDENa

Spotlight

News

New impetus for the humanities and social sciences at UNamur

Institution
Sciences humaines et sociales
ODD #4 - Quality education

A new platform dedicated to research in the humanities and social sciences (SHS) is being launched at UNamur. The aim? To offer SHS researchers methodological support tailored to their needs and strengthen SHS excellence at UNamur. This platform, SHS Impulse, will provide various services such as financial support for training, consultancy, access to resources, or co-financed software purchases.

Logo SHS Impulse

Whether it concerns linguistics, economics, politics, sustainable development, law, history, educational sciences, literature or translation, research in the humanities and social sciences is as eclectic as it is rich and essential for tackling society's challenges. Of UNamur's eleven research institutes, seven are directly involved in SHS research. While there is a high degree of complementarity in these areas of research, better pooling of resources, sharing and easier access to certain services, resources and support will help to sustain and strengthen the excellence of SHS research at UNamur. It is with this in mind that the SHS impulse platform has just been created.

Image
Laurence Meurant

We started from the needs of SHS researchers to establish four axes developed within this platform

.
Laurence Meurant Research Fellow F.R.S.-FNRS, Professor of Linguistics, President of the NaLTT Institute and member of the SHS Impulse management committee.

Resources organized around 4 axes

  • Axis 1 - Support for the acquisition of databases, documentary resources and software
  • Axis 2 - Subsidy for cutting-edge training in the use of specialized methods
  • Axis 3 - Funding access to the SMCS "Support en Méthodologie et Calcul Statistique" platform at UCLouvain, thanks to an inter-university partnership.
  • Axis 4 - Setting up an SHS space, containing a laboratory for running experiments and shared work tools promoting exchanges between researchers.

Outlook

This initiative, launched in January 2025, addresses the specific challenges faced by SHS researchers. The long-term aim is to sustain and expand the services. "We will also hire a researcher expert in methodological analysis in SHS who will be able to inform innovative methodologies and frame the methodological design of research projects," emphasizes Sandrine Biémar, vice-dean of UNamur's Faculty of Education and Training Sciences, a member of the IRDENA institute and the SHS Impulse management committee. "The wish is also to support networking between SHS researchers at UNamur and to be a lever for setting up interdisciplinary projects," adds Sandrine Biémar.

The platform's management team is made up of representatives of the university's various SHS institutes, and ensures efficient management of resources. The platform's impact will be assessed during its initial phase (2025-2027), enabling strategies for its sustainability and development to be defined.

Raise awareness among future compulsory school teachers of the need to integrate sustainable development objectives into their courses

Sustainable

The university has a duty to set an example in terms of sustainable development, in all three of its dimensions: economic, social and environmental. Sustainable "in form" through the way it manages its infrastructures and assets, and sustainable "in substance" through its commitment to research and teaching activities, in order to actively contribute to the environmental transition. All in line with the United Nations' Sustainable Development Goals (SDGs)

.
Des étudiants participant à un atelier lors de la foire aux organisations de mars 2025 (UNamur)

The "Sustainable Campus" objective in both content and form is part of UNamur's Univers2025 strategic plan. With this in mind, teachers at the Faculté des Sciences de l'éducation et de la formation (FaSEF) organized the first "Foire aux associations ". An activity linked to the course "Enseigner en interdisciplinarité : l'exemple du développement durable", it is aimed at students in Bloc2 en enseignement Section 3 (future teachers of a discipline for students in the last third of the Tronc Commun, from 5th primary to 3rd secondary) in co-graduation with Henallux.

On March 18 and 19, 2025, some 50 students took part in the 2 half-days organized and were able to explore various experiential methods proposed by the associations and the course's teaching team comprising Julie Dagnely, Virginie Meyer and teachers Charlotte Dejaegher and Cédric Vanhoolandt.

Towards sustainable education

This 1st Association Fair has a dual objective for future teachers:

  • Use the experiential method to concretize actions to be implemented in teaching activities;
  • Analyze and use the experienced workshops to build their future courses with greater integration of the SDGs.

When asked about their feelings, students who took part in the workshops enjoyed the experience. Generally speaking, they emphasized the value of an active approach to learning, which facilitates memorization and inspires them in turn to design engaging activities for their future students. Many also noted the relevance of interventions led by associations rooted in concrete actions in the field. Through games, testimonials and real-life situations, these workshops sparked reflection and awareness.

The diversity of reactions shows how important it is to offer a sufficiently varied range of activities to enable everyone to find their bearings and nurture their representations. These workshops thus provide interesting avenues for thinking about didactic transposition adapted to different audiences. In fact, this is the objective for the rest of the course: that these students themselves become levers for raising awareness of the transition. Now it's their turn to appropriate the tools and mobilize them in their future professional field.

.
Image
VANHOOLANDT Cédric

For next year, we hope to organize a new fair that could include future teacher students from other sections (e.g. sections 4 and 5, ex-finalités didactiques and agrégés de l'enseignement secondaire supérieur), or even other faculties, thereby increasing the impact of the initiative. All with the concrete aim of experimenting with interdisciplinarity between bachelor students.

.
Cédric Vanhoolandt Member of FaSEF and the Institut de Recherches en Didactique et Education (IRDENa)

Alongside other initiatives such as the Journées d'Éducation au Développement Durable et à la Transition (JEDDT), the course "Enseigner en interdisciplinarité : l'exemple du développement durable" is also one of the courses offered for UNamur as part of the "AGIR dans l'enseignement supérieur namurois" action-research project supported by the Vice-rectorat à la formation et au développement durable. This project is financed by ARES with a view to the creation of a Chair in sustainable development at FWB higher education level, and led by Cédric Vanhoolandt and Charlotte Dejaegher, also researchers in educational sciences at the IRDENa Institute. Other pilot courses have also been identified in each establishment of the Pôle académique de Namur, to ensure that teachers become ambassadors for sustainable development among students.

Focus on the associations present

L'asbl COREN, represented by Céline Grandjean, is active in the field of the environment and sustainable development, mainly in schools. It supports schools in setting up environmental management projects and in their efforts to obtain a "sustainable school" label.

L'asbl EFDD, represented by Justine Henning, supports schools (secondary) and higher education establishments in their transition towards more sustainable development, thanks to educational tools developed with the support of Wallonia.

The ALIMEN'TERRE game, from the EFDD network, was presented by Isabelle Picquot. The aim of this game is to compose an original menu (starter, main course, dessert, drink) from different foods while respecting a set meal context. But be careful not to exceed the ecological footprint that's sustainable for the planet! The aim is to get participants to weave a link between their food choices and their impact on the environment, to identify the elements that influence the ecological footprint and to modify their food choices.

Guillaume Bernard is a PhD student in the Biology Department, under the supervision of Arnaud Vervoort (IRDENa researcher). His thesis focuses on the impact of humans on ecosystems. He interviews students before and after class, to get an overview of their knowledge of the subject from different angles. At the same time, he questioned secondary school teachers, 40% of whom stated that they did not address this topic in transitional teaching due to lack of time. Then, through classroom observations, he attempts to understand what worldviews are conveyed, and how they might be addressed in a mobilizing way.

Network of associations active in Environmental Education (ErE) in Wallonia and Brussels, the Réseau Idée, represented by Laëtitia Fernandez, offers teachers, facilitators, trainers, eco-counsellors, parents, citizens... clear, centralized information on environmental education: existing teaching tools, environmental education organizations active in Wallonia and Brussels, their activities (events, training courses, courses, walks, etc.), teaching approaches, etc.

.

Jean-Pierre Grootaerd represented "Stars Shine for Everyone", an association that postulates that everyone should have the opportunity to admire the sky with a telescope. It works for quality education for all, regardless of gender, using astronomy. Thanks to donations and the expertise of UGent, it has distributed do-it-yourself telescopes in over 145 countries.

FUCID (Forum Universitaire pour la Coopération Internationale au Développement) was represented by Maxime Giegas.The NGO, based at the University of Namur, has a mission to contribute to raising awareness and training responsible actors committed to promoting a more just and united world, where the values of freedom, democracy, tolerance and peace are deployed.

Interested in becoming a teacher?

On vous explique tout sur les pages de la Faculté des science de l'éducation et de la formation (FaSEF) !

Initial teacher training (FIE)

The implementation of the reform of initial teacher training (RFIE) began at the start of the 2023-2024 academic year. In the so-called S1-S2-S3 sections (for teaching kindergarten to lower secondary), studies have been extended from 3 to 4 years to bring the diploma in line with most European countries. Thanks to close collaboration between Universities and Hautes Écoles, the aim of this reform of initial teacher training is to enable the acquisition of university-level skills while reinforcing professional practice.

Gabriel Dias De Carvalho Junior: an academic career in physics didactics

Physics
Pedagogy
Sustainable
ODD #4 - Quality education
ODD #10 - Reduced inequalities

Gabriel Dias De Carvalho Junior adds his expertise in didactics and cognitive psychology to the physics didactics research unit of UNamur's Department of Physics. With almost two decades of teaching experience in Brazil, he works to improve teaching practices. His innovative projects aim to make teaching more inclusive and accessible, while establishing international collaborations.

Gabriel Dias De Carvalho

Gabriel Dias De Carvalho Junior is a multi-skilled academic who brings unique expertise to the field of physics didactics. Originally from Brazil, Gabriel began his training in his native country, before specializing in educational sciences with a master's degree and then a doctorate in physics didactics.

After a post-doctoral internship in Geneva, focusing on cognitive psychology, Gabriel dedicated 18 years of his career to teaching physics at secondary level in Brazil. He has constantly reflected on essential questions such as "How can we raise the level of learning in physics?" and "What are the learning difficulties encountered by students?"

From 2008 to 2022, he worked at the Federal Institute of Education in Minas Gerais as a professor of cognitive psychology, learning assessment, physics didactics, as well as science epistemology. This institute stands out for its innovative approach, offering secondary education, technical training and university courses up to master's and doctorate level, all in the same establishment.

Arrived at UNamur in 2022, Gabriel is now a key player in the training of new physics teachers. He teaches didactics and epistemology courses, supervises internships and offers an elective course in comparative didactics in science and mathematics, as well as an introductory didactics course. In his work at UNamur, he explores experimental challenges, combining his research with his skills in educational science.

Cours de didactique avec Gabriel Dias

His interest in conceptualization and learning translates into pedagogical methods where physics is used as a backdrop to create challenges and puzzles designed to enrich conceptual understanding. He also supervises a PhD student, Sara Lahlali, whose work focuses on learning practices using generative artificial intelligences.

Gabriel is a member of the Institut de Recherches en Didactiques et Education de l'UNamur (IRDENA). He is also part of an international group in which he collaborates with researchers from prestigious universities such as Université de Paris Cité, Université de Lyon, Université d'Itajuba in Brazil and Université du Québec à Trois Rivières. This group is interested in conceptual field theories in physics education and strives to build long-term collaborations to disseminate these ideas.

In parallel, Gabriel has just begun a collaboration with a research team at the University of Geneva on issues of physics didactics.

Passionate about inclusivity, Gabriel has developed innovative projects in Brazil aimed at designing equipment and tools to support people with learning difficulties. For example, he has worked on creating models to help blind subjects learn the principles of optics in a tangible way. He is looking to establish partnerships with ASBLs and other organizations tackling specific issues to better understand learning needs and develop adapted resources.

His international experience and commitment to promoting innovative pedagogical approaches make him an asset to the University of Namur and its students.

"La Salle des Pros", the new partner of education professionnals

Institution
Pedagogy

The four UNamur continuing education centers specializing in the education sector have come together within "La Salle des Pros" to strengthen their collaborations, their cross-functional approach and their visibility. However, each center retains its autonomy and its faculty roots in order to preserve its specificities and maintain a close link with research and the initial training of teachers.

Une salle de classe

Active dans le domaine de la formation continuée depuis 1977, l’Université de Namur accorde une importance particulière aux acteurs de l’éducation et de l’enseignement. Depuis de nombreuses années, le CEDOCEF, le CEDES, le CEFOSCIM et le CEFOPEF (voir ci-dessous) leur proposent diverses activités : des formations continuées, des conférences, des outils pédagogiques, etc.

Des collaborations ponctuelles entre les centres se développaient depuis une dizaine d’années au sein d’un pôle qui regroupait les directeurs des centres. La Salle des Pros existait, elle aussi, au sein du CEFOPEF. Lieu d’échanges à l'intersection entre la pratique et la recherche, elle proposait des conférences sur des problématiques pédagogiques transversales.

Aujourd’hui, en se regroupant physiquement et structurellement au sein de la Salle des Pros, les quatre centres franchissent une étape supplémentaire dans leur dynamique d’échanges et de réseautage. Ils visent ainsi à mettre en place des formations continuées toujours plus qualitatives, transversales et innovantes.

Concrètement, les équipes des centres sont maintenant installées  dans le bâtiment du Business and Learning Center de l’Université, situé au numéro 5 de la rue Godefroid à Namur. Elles y accueillent désormais leurs publics et y organisent une part importante de leurs activités. Les enseignants, les directeurs d’écoles, les accompagnateurs pédagogiques, les formateurs d’enseignants s’y côtoient plus aisément. Plus accessible, et plus visible, la Salle des Pros favorisera sans nul doute une nouvelle dynamique de collaboration.

La Salle des Pros, le nouveau partenaire des acteurs de l'éducation

Cet article a été réalisé pour la rubrique "Tomorrow learn" du magazine Omalius #26 de septembre 2022 et mis à jour le 17 mai 2023, à l'occasion de l'inauguration officielle de la salle des pros, puis le 25 mai.

Spécificité et autonomie des centres

Au sein de la Salle des Pros, les quatre centres restent autonomes afin de préserver leurs spécificités. « Chacun, en raison de son histoire, a développé des activités dans des niches différentes. Le CEDOCEF est par exemple reconnu comme un acteur essentiel de la recherche en didactique du français grâce à ses publications telles que la collection “Diptyque” », explique David Vrydaghs, directeur du centre. De son côté, le CEFOSCIM se distingue entre autres par son expertise en analyse paysagère qui a débouché sur la création de deux observatoires du paysage et d’un certificat d’université dans ce domaine spécifique. Le CeDES est, quant à lui, reconnu pour sa plateforme numérique proposant de multiples ressources pédagogiques et didactiques largement utilisées par les enseignants des sciences économiques et sociales. En ce qui concerne le CEFOPEF, il se démarque par sa transversalité et ses actions avec des publics variés dont les cadres de l’enseignement et de l’accompagnement, ainsi que par sa volonté d’impliquer des acteurs de terrain dans ses activités.

La recherche, l’atout des centres de formation continuée

En préservant leur autonomie, les centres entendent aussi garder leur ancrage facultaire. « Cet ancrage est essentiel parce qu’il nous permet de maintenir un lien fort avec la recherche. Toutes les actions que nous menons se nourrissent des réflexions issues de travaux de recherche en didactique ou en psychopédagogie », souligne Sandrine Biémar, directrice du CEFOPEF. « Nous avons aussi la chance de pouvoir nous appuyer sur l’institut IRDENA (Institut de Recherche en Didactiques et Éducation) dont nous faisons partie » remarque Philippe Snauwaert, directeur du CEFOSCIM.

De la recherche au terrain et inversement !

Les formations continuées offrent aux chercheurs l’opportunité de diffuser plus largement les résultats de leurs travaux. Le CEFOSCIM a par exemple présenté lors du récent Congrès des sciences pour les professeurs, un nouvel outil développé par leurs chercheurs « HEREDITY Challenge » . De même, le CEDOCEF et le CEFoPEF intègrent dans leur certificat en « différenciation et langues de scolarisation » des contenus issus des travaux de recherche financés par la FWB qui ont été menés en 2019-2020 en collaboration avec des écoles de l’enseignement primaire et secondaire.

« Cet échange permanent avec les acteurs de terrain nous permet aussi d’identifier un certain nombre de besoins émergents et d’essayer d’y répondre de la meilleure façon. Nous nous sommes par exemple aperçus que les professeurs ne maitrisent pas toujours tous les enjeux, toutes les difficultés, des médias tels que les sites internet, le cinéma, les séries télévisées, lorsqu’ils les utilisent dans leurs classes. Et quand ils les perçoivent, ils ne sont pas toujours en mesure de les traiter. Ils reviennent alors vers nous avec des questions. C’est la raison pour laquelle, le CEDOCEF a souvent proposé ces dernières années, des formations continuées sur le cinéma en particulier, mais aussi sur les séries, la bande dessinée ou encore les ressources internet », explique David Vrydaghs.

Avec « La Salle des Pros », l’Université de Namur étoffe donc son offre de formation continuée à destination des acteurs de l’éducation et de l’enseignement. Elle favorise l’approche transversale des différents centres, tout en maintenant leur ancrage facultaire, indispensable pour préserver leur lien étroit avec la recherche et la formation initiale des enseignants. Elle deviendra certainement un lieu incontournable pour de nombreuses écoles et enseignants, surtout dans le contexte actuel marqué par la mise en place du pacte d’excellence et la réforme de la formation initiale.

Les quatre centres de la Salle des Pros

Le CEDOCEF s’adresse principalement aux professeurs de français, mais il accueille aussi dans ses formations des professeurs d’art d’expression ou d’histoire, en fonction des thèmes abordés.

Le CeDES diffuse de multiples ressources pédagogiques et didactiques à destination des enseignants de sciences économiques, de gestion et de sciences sociales (enseignement de transition et qualifiant) : revue de presse, dossiers thématiques, séquences d’apprentissage, etc. Il propose également des formations en présentiel à l’intention de ce public.

Le CEFOSCIM organise des formations pour les professeurs du secondaire, en chimie, biologie, physique, mathématiques ou géographie, mais également des formations continues en gestion animalière et des certificats d’université.

Le CEFOPEF propose à un large public (enseignants, directeurs, conseillers pédagogiques, PMS, éducateurs, gestionnaires de formation, accompagnateurs…) des activités sur des thématiques psychopédagogiques comme par exemple, la différenciation, la mise en place de dynamiques collaboration, la gestion des émotions dans l’apprentissage (etc.) Différents dispositifs combinant échanges et analyses de pratiques, formations et accompagnement, sont proposés aux acteurs de l’enseignement.

Omalius

Cet article est tiré du magazine Omalius #26 (septembre 2022).

New impetus for the humanities and social sciences at UNamur

Institution
Sciences humaines et sociales
ODD #4 - Quality education

A new platform dedicated to research in the humanities and social sciences (SHS) is being launched at UNamur. The aim? To offer SHS researchers methodological support tailored to their needs and strengthen SHS excellence at UNamur. This platform, SHS Impulse, will provide various services such as financial support for training, consultancy, access to resources, or co-financed software purchases.

Logo SHS Impulse

Whether it concerns linguistics, economics, politics, sustainable development, law, history, educational sciences, literature or translation, research in the humanities and social sciences is as eclectic as it is rich and essential for tackling society's challenges. Of UNamur's eleven research institutes, seven are directly involved in SHS research. While there is a high degree of complementarity in these areas of research, better pooling of resources, sharing and easier access to certain services, resources and support will help to sustain and strengthen the excellence of SHS research at UNamur. It is with this in mind that the SHS impulse platform has just been created.

Image
Laurence Meurant

We started from the needs of SHS researchers to establish four axes developed within this platform

.
Laurence Meurant Research Fellow F.R.S.-FNRS, Professor of Linguistics, President of the NaLTT Institute and member of the SHS Impulse management committee.

Resources organized around 4 axes

  • Axis 1 - Support for the acquisition of databases, documentary resources and software
  • Axis 2 - Subsidy for cutting-edge training in the use of specialized methods
  • Axis 3 - Funding access to the SMCS "Support en Méthodologie et Calcul Statistique" platform at UCLouvain, thanks to an inter-university partnership.
  • Axis 4 - Setting up an SHS space, containing a laboratory for running experiments and shared work tools promoting exchanges between researchers.

Outlook

This initiative, launched in January 2025, addresses the specific challenges faced by SHS researchers. The long-term aim is to sustain and expand the services. "We will also hire a researcher expert in methodological analysis in SHS who will be able to inform innovative methodologies and frame the methodological design of research projects," emphasizes Sandrine Biémar, vice-dean of UNamur's Faculty of Education and Training Sciences, a member of the IRDENA institute and the SHS Impulse management committee. "The wish is also to support networking between SHS researchers at UNamur and to be a lever for setting up interdisciplinary projects," adds Sandrine Biémar.

The platform's management team is made up of representatives of the university's various SHS institutes, and ensures efficient management of resources. The platform's impact will be assessed during its initial phase (2025-2027), enabling strategies for its sustainability and development to be defined.

Raise awareness among future compulsory school teachers of the need to integrate sustainable development objectives into their courses

Sustainable

The university has a duty to set an example in terms of sustainable development, in all three of its dimensions: economic, social and environmental. Sustainable "in form" through the way it manages its infrastructures and assets, and sustainable "in substance" through its commitment to research and teaching activities, in order to actively contribute to the environmental transition. All in line with the United Nations' Sustainable Development Goals (SDGs)

.
Des étudiants participant à un atelier lors de la foire aux organisations de mars 2025 (UNamur)

The "Sustainable Campus" objective in both content and form is part of UNamur's Univers2025 strategic plan. With this in mind, teachers at the Faculté des Sciences de l'éducation et de la formation (FaSEF) organized the first "Foire aux associations ". An activity linked to the course "Enseigner en interdisciplinarité : l'exemple du développement durable", it is aimed at students in Bloc2 en enseignement Section 3 (future teachers of a discipline for students in the last third of the Tronc Commun, from 5th primary to 3rd secondary) in co-graduation with Henallux.

On March 18 and 19, 2025, some 50 students took part in the 2 half-days organized and were able to explore various experiential methods proposed by the associations and the course's teaching team comprising Julie Dagnely, Virginie Meyer and teachers Charlotte Dejaegher and Cédric Vanhoolandt.

Towards sustainable education

This 1st Association Fair has a dual objective for future teachers:

  • Use the experiential method to concretize actions to be implemented in teaching activities;
  • Analyze and use the experienced workshops to build their future courses with greater integration of the SDGs.

When asked about their feelings, students who took part in the workshops enjoyed the experience. Generally speaking, they emphasized the value of an active approach to learning, which facilitates memorization and inspires them in turn to design engaging activities for their future students. Many also noted the relevance of interventions led by associations rooted in concrete actions in the field. Through games, testimonials and real-life situations, these workshops sparked reflection and awareness.

The diversity of reactions shows how important it is to offer a sufficiently varied range of activities to enable everyone to find their bearings and nurture their representations. These workshops thus provide interesting avenues for thinking about didactic transposition adapted to different audiences. In fact, this is the objective for the rest of the course: that these students themselves become levers for raising awareness of the transition. Now it's their turn to appropriate the tools and mobilize them in their future professional field.

.
Image
VANHOOLANDT Cédric

For next year, we hope to organize a new fair that could include future teacher students from other sections (e.g. sections 4 and 5, ex-finalités didactiques and agrégés de l'enseignement secondaire supérieur), or even other faculties, thereby increasing the impact of the initiative. All with the concrete aim of experimenting with interdisciplinarity between bachelor students.

.
Cédric Vanhoolandt Member of FaSEF and the Institut de Recherches en Didactique et Education (IRDENa)

Alongside other initiatives such as the Journées d'Éducation au Développement Durable et à la Transition (JEDDT), the course "Enseigner en interdisciplinarité : l'exemple du développement durable" is also one of the courses offered for UNamur as part of the "AGIR dans l'enseignement supérieur namurois" action-research project supported by the Vice-rectorat à la formation et au développement durable. This project is financed by ARES with a view to the creation of a Chair in sustainable development at FWB higher education level, and led by Cédric Vanhoolandt and Charlotte Dejaegher, also researchers in educational sciences at the IRDENa Institute. Other pilot courses have also been identified in each establishment of the Pôle académique de Namur, to ensure that teachers become ambassadors for sustainable development among students.

Focus on the associations present

L'asbl COREN, represented by Céline Grandjean, is active in the field of the environment and sustainable development, mainly in schools. It supports schools in setting up environmental management projects and in their efforts to obtain a "sustainable school" label.

L'asbl EFDD, represented by Justine Henning, supports schools (secondary) and higher education establishments in their transition towards more sustainable development, thanks to educational tools developed with the support of Wallonia.

The ALIMEN'TERRE game, from the EFDD network, was presented by Isabelle Picquot. The aim of this game is to compose an original menu (starter, main course, dessert, drink) from different foods while respecting a set meal context. But be careful not to exceed the ecological footprint that's sustainable for the planet! The aim is to get participants to weave a link between their food choices and their impact on the environment, to identify the elements that influence the ecological footprint and to modify their food choices.

Guillaume Bernard is a PhD student in the Biology Department, under the supervision of Arnaud Vervoort (IRDENa researcher). His thesis focuses on the impact of humans on ecosystems. He interviews students before and after class, to get an overview of their knowledge of the subject from different angles. At the same time, he questioned secondary school teachers, 40% of whom stated that they did not address this topic in transitional teaching due to lack of time. Then, through classroom observations, he attempts to understand what worldviews are conveyed, and how they might be addressed in a mobilizing way.

Network of associations active in Environmental Education (ErE) in Wallonia and Brussels, the Réseau Idée, represented by Laëtitia Fernandez, offers teachers, facilitators, trainers, eco-counsellors, parents, citizens... clear, centralized information on environmental education: existing teaching tools, environmental education organizations active in Wallonia and Brussels, their activities (events, training courses, courses, walks, etc.), teaching approaches, etc.

.

Jean-Pierre Grootaerd represented "Stars Shine for Everyone", an association that postulates that everyone should have the opportunity to admire the sky with a telescope. It works for quality education for all, regardless of gender, using astronomy. Thanks to donations and the expertise of UGent, it has distributed do-it-yourself telescopes in over 145 countries.

FUCID (Forum Universitaire pour la Coopération Internationale au Développement) was represented by Maxime Giegas.The NGO, based at the University of Namur, has a mission to contribute to raising awareness and training responsible actors committed to promoting a more just and united world, where the values of freedom, democracy, tolerance and peace are deployed.

Interested in becoming a teacher?

On vous explique tout sur les pages de la Faculté des science de l'éducation et de la formation (FaSEF) !

Initial teacher training (FIE)

The implementation of the reform of initial teacher training (RFIE) began at the start of the 2023-2024 academic year. In the so-called S1-S2-S3 sections (for teaching kindergarten to lower secondary), studies have been extended from 3 to 4 years to bring the diploma in line with most European countries. Thanks to close collaboration between Universities and Hautes Écoles, the aim of this reform of initial teacher training is to enable the acquisition of university-level skills while reinforcing professional practice.

Gabriel Dias De Carvalho Junior: an academic career in physics didactics

Physics
Pedagogy
Sustainable
ODD #4 - Quality education
ODD #10 - Reduced inequalities

Gabriel Dias De Carvalho Junior adds his expertise in didactics and cognitive psychology to the physics didactics research unit of UNamur's Department of Physics. With almost two decades of teaching experience in Brazil, he works to improve teaching practices. His innovative projects aim to make teaching more inclusive and accessible, while establishing international collaborations.

Gabriel Dias De Carvalho

Gabriel Dias De Carvalho Junior is a multi-skilled academic who brings unique expertise to the field of physics didactics. Originally from Brazil, Gabriel began his training in his native country, before specializing in educational sciences with a master's degree and then a doctorate in physics didactics.

After a post-doctoral internship in Geneva, focusing on cognitive psychology, Gabriel dedicated 18 years of his career to teaching physics at secondary level in Brazil. He has constantly reflected on essential questions such as "How can we raise the level of learning in physics?" and "What are the learning difficulties encountered by students?"

From 2008 to 2022, he worked at the Federal Institute of Education in Minas Gerais as a professor of cognitive psychology, learning assessment, physics didactics, as well as science epistemology. This institute stands out for its innovative approach, offering secondary education, technical training and university courses up to master's and doctorate level, all in the same establishment.

Arrived at UNamur in 2022, Gabriel is now a key player in the training of new physics teachers. He teaches didactics and epistemology courses, supervises internships and offers an elective course in comparative didactics in science and mathematics, as well as an introductory didactics course. In his work at UNamur, he explores experimental challenges, combining his research with his skills in educational science.

Cours de didactique avec Gabriel Dias

His interest in conceptualization and learning translates into pedagogical methods where physics is used as a backdrop to create challenges and puzzles designed to enrich conceptual understanding. He also supervises a PhD student, Sara Lahlali, whose work focuses on learning practices using generative artificial intelligences.

Gabriel is a member of the Institut de Recherches en Didactiques et Education de l'UNamur (IRDENA). He is also part of an international group in which he collaborates with researchers from prestigious universities such as Université de Paris Cité, Université de Lyon, Université d'Itajuba in Brazil and Université du Québec à Trois Rivières. This group is interested in conceptual field theories in physics education and strives to build long-term collaborations to disseminate these ideas.

In parallel, Gabriel has just begun a collaboration with a research team at the University of Geneva on issues of physics didactics.

Passionate about inclusivity, Gabriel has developed innovative projects in Brazil aimed at designing equipment and tools to support people with learning difficulties. For example, he has worked on creating models to help blind subjects learn the principles of optics in a tangible way. He is looking to establish partnerships with ASBLs and other organizations tackling specific issues to better understand learning needs and develop adapted resources.

His international experience and commitment to promoting innovative pedagogical approaches make him an asset to the University of Namur and its students.

"La Salle des Pros", the new partner of education professionnals

Institution
Pedagogy

The four UNamur continuing education centers specializing in the education sector have come together within "La Salle des Pros" to strengthen their collaborations, their cross-functional approach and their visibility. However, each center retains its autonomy and its faculty roots in order to preserve its specificities and maintain a close link with research and the initial training of teachers.

Une salle de classe

Active dans le domaine de la formation continuée depuis 1977, l’Université de Namur accorde une importance particulière aux acteurs de l’éducation et de l’enseignement. Depuis de nombreuses années, le CEDOCEF, le CEDES, le CEFOSCIM et le CEFOPEF (voir ci-dessous) leur proposent diverses activités : des formations continuées, des conférences, des outils pédagogiques, etc.

Des collaborations ponctuelles entre les centres se développaient depuis une dizaine d’années au sein d’un pôle qui regroupait les directeurs des centres. La Salle des Pros existait, elle aussi, au sein du CEFOPEF. Lieu d’échanges à l'intersection entre la pratique et la recherche, elle proposait des conférences sur des problématiques pédagogiques transversales.

Aujourd’hui, en se regroupant physiquement et structurellement au sein de la Salle des Pros, les quatre centres franchissent une étape supplémentaire dans leur dynamique d’échanges et de réseautage. Ils visent ainsi à mettre en place des formations continuées toujours plus qualitatives, transversales et innovantes.

Concrètement, les équipes des centres sont maintenant installées  dans le bâtiment du Business and Learning Center de l’Université, situé au numéro 5 de la rue Godefroid à Namur. Elles y accueillent désormais leurs publics et y organisent une part importante de leurs activités. Les enseignants, les directeurs d’écoles, les accompagnateurs pédagogiques, les formateurs d’enseignants s’y côtoient plus aisément. Plus accessible, et plus visible, la Salle des Pros favorisera sans nul doute une nouvelle dynamique de collaboration.

La Salle des Pros, le nouveau partenaire des acteurs de l'éducation

Cet article a été réalisé pour la rubrique "Tomorrow learn" du magazine Omalius #26 de septembre 2022 et mis à jour le 17 mai 2023, à l'occasion de l'inauguration officielle de la salle des pros, puis le 25 mai.

Spécificité et autonomie des centres

Au sein de la Salle des Pros, les quatre centres restent autonomes afin de préserver leurs spécificités. « Chacun, en raison de son histoire, a développé des activités dans des niches différentes. Le CEDOCEF est par exemple reconnu comme un acteur essentiel de la recherche en didactique du français grâce à ses publications telles que la collection “Diptyque” », explique David Vrydaghs, directeur du centre. De son côté, le CEFOSCIM se distingue entre autres par son expertise en analyse paysagère qui a débouché sur la création de deux observatoires du paysage et d’un certificat d’université dans ce domaine spécifique. Le CeDES est, quant à lui, reconnu pour sa plateforme numérique proposant de multiples ressources pédagogiques et didactiques largement utilisées par les enseignants des sciences économiques et sociales. En ce qui concerne le CEFOPEF, il se démarque par sa transversalité et ses actions avec des publics variés dont les cadres de l’enseignement et de l’accompagnement, ainsi que par sa volonté d’impliquer des acteurs de terrain dans ses activités.

La recherche, l’atout des centres de formation continuée

En préservant leur autonomie, les centres entendent aussi garder leur ancrage facultaire. « Cet ancrage est essentiel parce qu’il nous permet de maintenir un lien fort avec la recherche. Toutes les actions que nous menons se nourrissent des réflexions issues de travaux de recherche en didactique ou en psychopédagogie », souligne Sandrine Biémar, directrice du CEFOPEF. « Nous avons aussi la chance de pouvoir nous appuyer sur l’institut IRDENA (Institut de Recherche en Didactiques et Éducation) dont nous faisons partie » remarque Philippe Snauwaert, directeur du CEFOSCIM.

De la recherche au terrain et inversement !

Les formations continuées offrent aux chercheurs l’opportunité de diffuser plus largement les résultats de leurs travaux. Le CEFOSCIM a par exemple présenté lors du récent Congrès des sciences pour les professeurs, un nouvel outil développé par leurs chercheurs « HEREDITY Challenge » . De même, le CEDOCEF et le CEFoPEF intègrent dans leur certificat en « différenciation et langues de scolarisation » des contenus issus des travaux de recherche financés par la FWB qui ont été menés en 2019-2020 en collaboration avec des écoles de l’enseignement primaire et secondaire.

« Cet échange permanent avec les acteurs de terrain nous permet aussi d’identifier un certain nombre de besoins émergents et d’essayer d’y répondre de la meilleure façon. Nous nous sommes par exemple aperçus que les professeurs ne maitrisent pas toujours tous les enjeux, toutes les difficultés, des médias tels que les sites internet, le cinéma, les séries télévisées, lorsqu’ils les utilisent dans leurs classes. Et quand ils les perçoivent, ils ne sont pas toujours en mesure de les traiter. Ils reviennent alors vers nous avec des questions. C’est la raison pour laquelle, le CEDOCEF a souvent proposé ces dernières années, des formations continuées sur le cinéma en particulier, mais aussi sur les séries, la bande dessinée ou encore les ressources internet », explique David Vrydaghs.

Avec « La Salle des Pros », l’Université de Namur étoffe donc son offre de formation continuée à destination des acteurs de l’éducation et de l’enseignement. Elle favorise l’approche transversale des différents centres, tout en maintenant leur ancrage facultaire, indispensable pour préserver leur lien étroit avec la recherche et la formation initiale des enseignants. Elle deviendra certainement un lieu incontournable pour de nombreuses écoles et enseignants, surtout dans le contexte actuel marqué par la mise en place du pacte d’excellence et la réforme de la formation initiale.

Les quatre centres de la Salle des Pros

Le CEDOCEF s’adresse principalement aux professeurs de français, mais il accueille aussi dans ses formations des professeurs d’art d’expression ou d’histoire, en fonction des thèmes abordés.

Le CeDES diffuse de multiples ressources pédagogiques et didactiques à destination des enseignants de sciences économiques, de gestion et de sciences sociales (enseignement de transition et qualifiant) : revue de presse, dossiers thématiques, séquences d’apprentissage, etc. Il propose également des formations en présentiel à l’intention de ce public.

Le CEFOSCIM organise des formations pour les professeurs du secondaire, en chimie, biologie, physique, mathématiques ou géographie, mais également des formations continues en gestion animalière et des certificats d’université.

Le CEFOPEF propose à un large public (enseignants, directeurs, conseillers pédagogiques, PMS, éducateurs, gestionnaires de formation, accompagnateurs…) des activités sur des thématiques psychopédagogiques comme par exemple, la différenciation, la mise en place de dynamiques collaboration, la gestion des émotions dans l’apprentissage (etc.) Différents dispositifs combinant échanges et analyses de pratiques, formations et accompagnement, sont proposés aux acteurs de l’enseignement.

Omalius

Cet article est tiré du magazine Omalius #26 (septembre 2022).

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