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Change of educational model… at the University!

We discuss innovative pedagogy in the university environment with Iannis Aliferis, physicist and teacher-researcher at Polytech Nice Sophia.

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We discuss innovative pedagogy in the university environment with Iannis Aliferis, physicist and teacher-researcher at Polytech Nice Sophia.

In order to make his teaching more interactive and lead his students to a better understanding of the concepts underlying the theory, Iannis applies strategies often present at the primary level such as the flipped classroom and peer learning. He emphasizes that changing the educational model implies using ideas that are validated by research and adapting them to one's context. Rather than talking about innovation, he talks about evidence-based teaching.

According to Iannis, it is important to take small doses and give yourself the time to live this transition. He also seeks to inspire his colleagues and create an educational movement within his community.

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About the Author

Marc-André Girard
Marc-André Girard
Marc-André Girard holds a bachelor's degree in social studies education (1999), a master's degree in history education (2003), a master's degree in education management (2013) and a doctorate in education (2022). He specializes in school-based change management and educational leadership. He is also interested in the 21st century competencies to be developed in education. He is a principal in a public high school and gives conferences on educational leadership, pedagogical approaches, change in schools and the professionalization of teaching. He has participated in educational expeditions in France, Finland, Sweden, Denmark and Morocco. In September 2014, he published the book "Le changement en milieu scolaire québécois" with Éditions Reynald Goulet and, in 2019, he published a trilogy on the 21st century school with the same publisher. He is a frequent contributor to L'École branchée on educational issues. He is very involved in everything that surrounds the professional development of teachers and principals as well as the integration of ICT in education. In March 2016, he received a CHAPO award from AQUOPS for his overall involvement. He is a recipient of the Régent-Fortin 2022 scholarship awarded by ADERAE for the significant contribution of his doctoral studies to the development of practice and knowledge in educational administration.