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==Introduction== | ==Introduction== | ||
Peer-Net stands for Peer Exchange Network in Teacher Education and is a [https://phzh.ch/de/ueber-uns/Medien/News/2022/01/sbfi-fordert-projekt-zum-austausch-in-der-lehre/ project] led by the PHZH with the support of SERI. | Peer-Net stands for Peer Exchange Network in Teacher Education and is a [https://phzh.ch/de/ueber-uns/Medien/News/2022/01/sbfi-fordert-projekt-zum-austausch-in-der-lehre/ project] led by the PHZH with the support of SERI. | ||
The project's goal is about bringing teachers and students from two different countries to develop a course together, including two mobilities with students and teachers in both countries, i.e. peer-teaching and learning in action. | |||
[https://www.unige.ch/fapse/erdie/ ERDIE] / FPSE / UNIGE together with [https://isefc.rnu.tn/ ISEFC] / UVT develop a course on research method in education, equivalent to 3 ECTS. Students from ISEFC are mostly PhD students while students from UNIGE are Master students enrolled in the course [https://pgc.unige.ch/main/teachings/details/2023-7524AL Research on Basic Education in the Global South]. | |||
== Modules developed == | |||
The content that will be developed jointly represent 7 modules as follows: | |||
Module 1: Researcher's stance, positionality and epistemology (BC) | |||
Module 2: Documentary search (MR) | |||
Module 3: Literature review and theoretical framework (AA) | |||
Module 4: Problematising (AA) | |||
Module 5: Researcher's tools and data collection (AN) | |||
Module 6: Data analysis (AN) | |||
Module 7: Scientific writing (BC) | |||
These modules will be oriented towards research in education in the Global South and developed in English. | |||
Output: each module designer will produce: i) content and related resources for upfront autonomous on-line learning leading to a two-hours face-to-face group session to apply knowledge on students's projects and ii) a pedagogical scenario with activities for a two-hours face-to-face group session. At the end of the module and of the Peer-net project, each module designer will provide a reflexive assessment of the strengths and weaknesses of the module for future improvement. | |||
== Topics == | |||
Topics that students will be able to work on will be provided soon. | |||
== Mobilities == | |||
'''Mobility in Switzerland''': 3-8 December 2023 | |||
Preliminary draft programme for this week to reinforce research method capacities: | |||
Day 1: PhD students present their work | |||
Day 2: Workshops on research method according to needs | |||
Day 3: Workshops on research method according to needs | |||
Day 4: School visits and visit of the International Bureau of Education | |||
Day 5: Cultural visits, to be confirmed but maybe Archives Rousseau / Archives Piaget with an expert in the history of education | |||
'''Mobility in Tunisia''': 11-16 February 2024 | |||
Preliminary draft programme for this week dedicated to field research: | |||
The visit will be jointly led with the Module [https://docs.google.com/spreadsheets/d/1DK80pMaiGhC_5t4IlRuG4QwG5lKlWI8rdNqhRBlgMo4/edit#gid=0 Interculturality and Life skills]: | |||
Day 1: Exposing research interests and needs and getting to know the field | |||
Day 2: Interview with teachers, inspectors and pupils | |||
Day 3: School visit in rural area | |||
Day 4: School visit and interviews in rural area | |||
Day 5: Cultural visit (Jugurtha, Althiburos) | |||
== Next immediate steps == | |||
Submit a demand to the ethical committee (MR) | |||
Decide the topics (AA & AN) | |||
[[Category: Peer-net]] | [[Category: Peer-net]] |
Revision as of 14:05, 29 April 2023
Introduction
Peer-Net stands for Peer Exchange Network in Teacher Education and is a project led by the PHZH with the support of SERI.
The project's goal is about bringing teachers and students from two different countries to develop a course together, including two mobilities with students and teachers in both countries, i.e. peer-teaching and learning in action.
ERDIE / FPSE / UNIGE together with ISEFC / UVT develop a course on research method in education, equivalent to 3 ECTS. Students from ISEFC are mostly PhD students while students from UNIGE are Master students enrolled in the course Research on Basic Education in the Global South.
Modules developed
The content that will be developed jointly represent 7 modules as follows:
Module 1: Researcher's stance, positionality and epistemology (BC)
Module 2: Documentary search (MR)
Module 3: Literature review and theoretical framework (AA)
Module 4: Problematising (AA)
Module 5: Researcher's tools and data collection (AN)
Module 6: Data analysis (AN)
Module 7: Scientific writing (BC)
These modules will be oriented towards research in education in the Global South and developed in English.
Output: each module designer will produce: i) content and related resources for upfront autonomous on-line learning leading to a two-hours face-to-face group session to apply knowledge on students's projects and ii) a pedagogical scenario with activities for a two-hours face-to-face group session. At the end of the module and of the Peer-net project, each module designer will provide a reflexive assessment of the strengths and weaknesses of the module for future improvement.
Topics
Topics that students will be able to work on will be provided soon.
Mobilities
Mobility in Switzerland: 3-8 December 2023
Preliminary draft programme for this week to reinforce research method capacities:
Day 1: PhD students present their work
Day 2: Workshops on research method according to needs
Day 3: Workshops on research method according to needs
Day 4: School visits and visit of the International Bureau of Education
Day 5: Cultural visits, to be confirmed but maybe Archives Rousseau / Archives Piaget with an expert in the history of education
Mobility in Tunisia: 11-16 February 2024
Preliminary draft programme for this week dedicated to field research:
The visit will be jointly led with the Module Interculturality and Life skills:
Day 1: Exposing research interests and needs and getting to know the field
Day 2: Interview with teachers, inspectors and pupils
Day 3: School visit in rural area
Day 4: School visit and interviews in rural area
Day 5: Cultural visit (Jugurtha, Althiburos)
Next immediate steps
Submit a demand to the ethical committee (MR)
Decide the topics (AA & AN)