-

Aan de Marnix Academie, een Pabo, studeren ca. 1000 voltijd- en 300 deeltijdstudenten. De opleiding worstelt met 1) de vraag hoe studenten kunnen worden ondersteund bij het geven van betekenis aan praktijkervaringen en 2) hoe de studenten ook ná hun opleiding van hun praktijkervaringen blijven leren. Iedere praktijkervaring is immers anders. De innovatie die tegemoet komt aan het oplossen van beide vraagstukken, bestaat uit een leerlijn gericht op het werken met videomateriaal, die loopt van het eerste jaar van de opleiding tot aan het afstuderen. In de leerlijn leren studenten om zelf beeldmateriaal te analyseren en feedback te geven op beeldmateriaal van peers. De leerlijn maakt het logistiek en praktisch haalbaar om tijdens de lessen de eigen praktijkervaring van iedere student centraal te stellen. Leren kan zo dus gepersonaliseerd worden vormgegeven. Omdat studenten door de leerlijn tijdens de opleiding leren om onafhankelijk van een expert of coach, samen met peers, te werken met videobeelden, kunnen ze deze vaardigheid na de opleiding in het werkveld inzetten. Op deze wijze dragen ze bij aan het vergroten van de leercultuur in een school. De innovatie wordt gestart in de deeltijdvariant van onze Pabo-opleiding. In een latere fase worden de opbrengsten van dit project vertaald naar de voltijdvariant van de opleiding. Daarnaast zoeken we contact met geïnteresseerde opleiders door publicaties, het geven van workshops en het ontwikkelen van een digitale open source leeromgeving. Zo draagt deze onderwijsinnovatie bij aan het verbeteren van het Hoger Onderwijs.

The reason for this new network is the desire for a childrens book on climate emotions and climate justice. However, partners are currently finding that there is still much to learn from different disciplines before this book can be written. Whereas there is already more research on young adults, creating a network of knowledge and research is essential to fill the current gap in knowledge about climate emotions among a younger target group. The goal is to learn from and with each other how to address climate issues in elementary school without trivializing it but adopting a hopeful, actionable perspective.

"In the UKids project, universities and their partner schools from six countries cooperated. The responsibility for the management is assumed by the University of Teacher Education Vienna/Krems. The university partners agreed on applying the distributed leadership concept, spreading the lead as follows: oUniversity of Oulu (Finland): O1 (the programme for the 3rd and 4th grades with materials for students and teachers at the primary schools), oUC Absalon (Denmark): O2 (Training programme as a blended learning approach at the university level), oIFTE (Austria): O3 (digital micro-teaching videos), oMarnix University (Netherlands): O4 (Online platform to present the results of the trash value and the community challenge of the primary school's students), oELTE University (Hungary): O5 (Action Research programme at the school level), oIPP University (Portugal): dissemination and extension. The UKids project has anchored social entrepreneurship education as a transversal competency in the education and training of primary school teachers in the universities' teaching and learning programmes in initial teacher/trainer education and continuous professional development. The project builds on the Erasmus+ programme Policy Experimentation project ""Youth Start Entrepreneurial Challenges"". Within the framework of UKids, parts of the existing programme were developed further and a methodological approach to entrepreneurial learning with gamification for Social Entrepreneurship Education was established. Learning strategies for Social Entrepreneurship were transversally tested and implemented in different learning areas in teacher training.In the universities’ respective partner schools, the Youth Start programme for primary schools was tested on a regionalised basis and extended by two challenges for children (Community Challenge and Lemonade Stand Challenge). A website was developed to exchange the results of the participating primary schools for the Trash Value Challenge and the Community Challenge: https://ukidsplatform.eu/de-at. For all eight challenges used, explanatory films (micro-teaching) were created and published on the website: http://www.youthstart.eu/en/terms/. The translated videos and materials for Activate and Concentrate are also posted there.The programme teaches children and students that, as part of civil society, they should take responsibility for more minor social challenges and develop different approaches to solving them. The selected social challenges are based on the UN Sustainable Development Goals (SDGs). The UKids Social Entrepreneurship Education training programme for teachers uses a blended learning approach. During the Covid-19 crisis, the programmes were entirely digital, using micro-teaching videos and digital platforms.The UKids Social Entrepreneurship Education project was accompanied scientifically and about twenty scientific articles were published, mostly in the journal “Discourse and Communication for Sustainable Education”, showing different perspectives on the joint research. In an article by Austrian colleagues, the children’s worldview was analysed. In an article by colleagues from Portugal and Austria, the programme’s impact in primary school was surveyed and very positively evaluated. All participating countries present comparable case studies for this field of research. In a Hungarian journal article, the role of parents in strengthening a growth mindset is analysed. In a journal article by Dutch colleagues, the teacher training, especially the entrepreneurial learning approach with gamification, in a Hungarian article, the challenge-based-learning approach and in an Austrian article, the relevance of strengthening potential was analysed. Scientific subject didactic articles show the possibilities of transversal competencies for arts education, for education in mathematics, social science and democracy education. A keynote article emphasises the connection between entrepreneurship and sustainability.3.638 students and 126 teachers participated at the partner and associated schools, 1.352 students and 126 lecturers attended the lectures at the partner universities. The UKids project’s impact is assessed positively at the partner universities. The Dutch partner university has chosen Social Entrepreneurship Education as a focus for the whole university. The Hungarian partner university has integrated Social Entrepreneurship Education into Bachelor, Master and PhD programmes, a step on which the partner from Portugal is also working. In Austria, entrepreneurship education has been included as a cross-curricular topic in the new primary school curriculum, which will lead to a further strengthening of Social Entrepreneurship Education in teacher training. The cooperation between the partner universities will continue in the future, and other universities interested in Social Entrepreneurship Education in primary teacher training are welcome."

The project rose from the needs to meet the requirements of the modern world via developing and implementing innovative educational practices related to experience-based pedagogical approach educating children aged 3-12. The project outcomes target at strengthening professional profile of already working educators and students - future teachers by developing pedagogical guidelines on experiential education, open educational tools-real life cases, offering training for improvement of professional and communicative skills, improving curricula of pre-school, primary and teacher training institutions.The consortium of project partners consisted of 9 institutions: 3 non-academic universities from Lithuania, the Netherlands, Latvia, 4 academic universities from Turkey, Greece, Portugal and Romania (all institutions provide teacher training for pre-school and primary education), a primary school (providing pre-primary and primary education) from Lithuania and a kindergarten (providing pre-school education) from Lithuania. All partners have associated partners kindergartens and primary schools, they function in big clusters together with other educational institutions, social partners, non-profit or profit organization of informal education.Tangible project results are: 1. Research survey report about experiential education in LT, RO, NL, GR, PT, TR, LV; 2. Handbook of pedagogical guidelines for educators and parents about experiential teaching/learning of children aged 3-12; 3. Case studies for practical usage; 4. Curriculum update. Intangible project results are: 1. Improved professional skills of teachers in pre-school and primary education; 2. Increased cross-cultural awareness and communication abilities; 3. Better language skills.Every project institution functioned in a cluster together with pre-school and/or primary education institutions which are the sites of students practical training. The project results are disseminated among those social partners. To make the results easy accessible intellectual outputs will be translated into national languages.