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Haute Ecole pédagogique Fribourg

The "world religions paradigm" as the organising principle of didactic action : a case study

Bleisch, Petra ; Schwab Affolter, Ariane

In: British Journal of Religious Education, 2021, p. 1-14

This article shows how discussion of the ‘world religions paradigm’ in integrated natural and social science teaching affects how religious plurality is handled. A concrete case study is used to illustrate how a teacher designs lessons on world religions. Based on this single case study, the article argues that the use of specific teaching materials, which are shaped according to the ...

Haute Ecole pédagogique Fribourg

An empirical pilot in assessing student teachers' biography and instructional beliefs

Koch, Alexander F.

In: Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding : engaging with contemporary challenges through science education, 2020, p. 1749-1756

Switzerland is undergoing a curricular change. Curriculum 21 has been ratified by all 21 German-speaking and is currently being implemented. With this innovation, German-speaking Switzerland will move toward a more technology-oriented education. What has been Manual Training or Wood/ Metalwork Classes is now replaced by composite subjects such as Nature and Technology. These subjects now...

Haute Ecole pédagogique Fribourg

The competencies that school-leavers should possess in order to meet the challenges of the 21st century

Pellaud, Francine ; Shankland, Rebecca ; Blandenier, Gilles ; Dubois, Laurent ; Gey, Noémie ; Massiot, Philippe ; Gay, Philippe

In: Frontiers in Education, 2021, p. p. 1-12

The current state of the planet poses challenging ethical questions that shake up our emotions and values, thus making our choices and decisions more difficult. In order to grasp the many complex issues with which we are each confronted on a daily basis, education in sustainable development (ESD) advances competencies (Unesco, 2017) that are rooted in both cognitive and socio-emotional...

Haute Ecole pédagogique Fribourg

Developing self-confidence through the transformation of evaluation practices

Pellaud, Francine ; Gay, Philippe ; Blandenier, Gilles ; Massiot, Philippe ; Dubois, Laurent

In: Paradigms, Models, Scenarios and Practices for Strong Sustainability, 2020, p. 397-406

Self-confidence is the driving force behind learning. But does it not also underlie the ability to make strong and courageous decisions when faced with various challenges? With the aim to provide an education for sustainable development and ecological transition, or even an education on the state of our planet, to what extent do academic evaluation systems prevent pupils from developing the...

Haute Ecole pédagogique Fribourg

Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers

Rey, Jeanne ; Bolay, Matthieu ; Gez, Yonatan N.

In: Globalisation, Societies and Education, 2020, vol. 18, no. 4, p. 361-373

Recent decades have seen an exponential growth in the field of international schools, and a concurrent rise in the number of young Anglo-Saxon teachers overseas. Such mobile teaching careers have largely been presented in terms of emphasising exploration, travel and lifestyle-related migration. While acknowledging such factors, we also draw attention to financial constraints, and in particular,...

Haute Ecole pédagogique Fribourg

Grounding Social Foundations for Integrated Assessment Models of Climate Change

Mathias, Jean-Denis ; Debeljak, Marko ; Deffuant, Guillaume ; Diemer, Arnaud ; Dierickx Florian ; Donges, Jonathan F. ; Gladkykh, Ganna ; Heitzig, Jobst ; Holtz, Georg ; Obergassel, Wolfgang ; Pellaud, Francine ; Sanchez, Angel ; Trajanov, Aneta ; Videira, Nuno

In: AGU Advancing Earth and Space Science, 2020, vol. 8, no. 7, p. 1-5

Integrated assessment models (IAMs) are commonly used by decision makers in order to derive climate policies. IAMs are currently based on climate‐economics interactions, whereas the role of social system has been highlighted to be of prime importance on the implementation of climate policies. Beyond existing IAMs, we argue that it is therefore urgent to increase efforts in the integration of...

Haute Ecole pédagogique Fribourg

Corporate Cosmopolitanism: Making an Asset of Diversity and Mobility at Swiss International Schools

Bolay, Matthieu ; Rey, Jeanne

In: ACME: An International Journal for Critical Geographies, 2020, vol. 19, no. 1, p. 106-130

This article explores the subjective spatial relations that international schools in Switzerland seek to produce within the cosmopolitan enclaves they form. Based on ethnographic fieldwork at 21 international schools in Switzerland, we scrutinize practices related to diversity and mobility, which international schools construe as the main vehicles leading to the desired attributes of...

Haute Ecole pédagogique Fribourg

Collaborative online international learning : from a systematic review of literature about barriers to an implementation plan

Alvarez, Lionel ; Steiner, Mariana

In: ASEM Education in a digital world : bridging the continents - connecting the people, 2019, p. 18-29

A university program that allow students to collaborate online with culturally-diverse learners is an opportunity that is currently valued. Collaborative online international learning (COIL) programs have been developed for several years, and previous experiences offer insights about what makes their design and implementation difficult. The systematic literature review presented in this paper...