DEVELOPMENT, TRANSITION, RENEWAL, MOVEMENT, GROWTH AND INNOVATION.
These words describe a movement: from now to later, from how things are to how they can be better. In education and training, we are constantly in motion: the stimulation of a desire to learn or a (social) need for a stronger knowledge and ability presupposes that directors and teachers themselves are also willing and able to step into the movement from something new to something new.
To empower this movement, centre of expertise Education & Development focuses on practice-based research and the sharing of expertise on new insights into learning and development, vision, policy and educational innovation. We conduct research with and for education and answer practical questions from school teams.
More specifically, we focus on the following content areas:
- early childhood education with a focus on stimulating socio-emotional development and thinking development
- supported change processes in education with a focus on school leadership, hybrid learning, vision development around evaluation, the modernization of secondary education and innovation in higher education
- transversal competences development and evaluation with focus on self-direction, critical thinking, international orientation and agency; with focus on giving voice, choice and ownership in learning and living together at school
- the development of educational professionals with a focus on beginning teachers and school principals
This provides a range of research and development work that focuses mainly on two domains: the latest insights into learning processes and the meso- and macro-level of education.
Our research is aimed at strengthening educational practice rather than on fundamental knowledge development. The services we offer to schools are therefore a valorisation of (past) research projects: we respond to a concrete question by translating research expertise into a concrete context.
We consciously choose a collaborative position in our projects: students - adolescents but also pre-schoolers-, teachers and school leaders take as much ownership and shared research responsibility as possible. We therefore conduct practice-based research with pupils, students and educational professionals, not about them.
This special combination of proximity and distance between the researcher and the person being researched characterizes our practice-based research. We want to further deepen this 'involved distance' methodologically. By using creative, mostly qualitative research methods (such as arts-based research, action research, photovoice, development research, deliberative research, narrative research, video analysis,...) we want to better understand the complexity of teaching and learning. These innovative research methods also allow us to make the results accessible to a wide audience and to contribute to a social debate.