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Serious games to promote education for sustainable development, a French and Swiss experimentation

机译：严肃的游戏，促进可持续发展教育，法国和瑞士实验

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Educational training for primary school teachers is organized, in most training institutions, around disciplinary fields. Some knowledge, however, escapes the disciplinary logic: it is the case of the various “Educations in...” and of “Education for Sustainable Development” (ESD). Our research field concerns the questions “How can training be envisaged for such an education? Which devices to propose? How to articulate the disciplines?”. Here are some of the questions we will try to answer through this contribution. As a first step, we will present the concept of the PEERS project, which brings together two institutions. Then, we define our object of study - training in ESD - and the methodology chosen - Lesson Study. The fourth section of the paper presents some results on the learning of pupils and students in training. Finally, final sections provide some observations and perspectives for develop new pedagogic mechanism for teachers' training. The training module that we are discussing in this contribution is intended to provide teachers with opportunities for reflection, which unfortunately have very few hours to deal with this topic and thus to complete the training of students and to provide in response to the question of progress in the teaching of ESD in primary schools.
机译：在纪律领域的大多数培训机构中组织了对小学教师的教育培训。然而，一些知识逃脱了纪律逻辑：就是“可持续发展的”和“可持续发展教育”的各种“教育”（ESD）。我们的研究领域涉及问题“如何为这种教育设想培训？哪个设备提出？如何阐明学科？“。以下是我们将尝试通过此贡献回答的问题。作为第一步，我们将介绍同行项目的概念，汇集了两个机构。然后，我们定义了我们的学习对象 - 在ESD中培训 - 以及所选择的方法 - 课程研究。论文的第四部分提出了一些结果对学生和学生在训练中的学习。最后，最后一节为发展教师培训的新教学机制提供了一些观察和观点。我们在这一贡献中讨论的培训模块旨在为教师提供反思的机会，这不幸的是很少有几个小时来应对这一主题，从而完成学生的培训并提供回应进展问题的培训小学ESD教学。

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