With the world's population being predominantly urban, the challenges of sustainability in cities have increased, as have those of education for sustainable cities. The French curriculum has taken up the subject from the mid-2015s. Teachers are asked to teach the issues of the sustainable city and to mobilize a prospective approach, i.e. to design scenarios for the desirable evolution of cities. The idea seems appealing, yet many teachers are powerless in the face of this teaching, which confronts them with a socially vivid question (Legardez & Simmoneaux, 2006), uncertainty, and foresight, which is a form of modelling for which they have little training.
Training teachers in sustainable city education raises a threefold training issue:
- An epistemological issue: The aim is to help teachers understand the debates surrounding sustainability in cities, the uncertain nature of knowledge and the values at stake. This issue relates to the relationships that teachers, often historians by training, have with knowledge (rapport aux savoirs (Charlot, 1999)).
- A didactic issue: The aim is to enable teachers to deal with socially lively issues in the classroom, that is, to be able to think up didactic approaches that do not conceal the uncertainty surrounding the sustainable city.
- A professional development issue: In the longer term, the challenge is to change teaching practices in geography, which are still largely transmissive and dialogical (Audigier, 1996; Tutiaux-Guillon, 2004).
The research question is how to develop teacher training that responds to this triple challenge. We have hypothesized that training based on experiential geography would make it possible to meet this challenge.
Experiential geography is based on experiential learning developed by Kolb (1984) in line with previous work (Dewey, 1938; Lewin, 1951; Piaget, 1968; Vygotskii et al., 2012). The Spatial Thinking research group modelled an experiential learning approach: the 4I's: Immersion, interaction, institutionalization and implementation (Leininger-Frézal & Gaujal, 2018). It is on this model that the design based research presented in the following section is based.
The immersion phase aims to involve learners in a situation in which they are confronted with a spatial practice. This situation can take different forms: field trip, role play, case study etc. The next phase, interaction, allows students to confront their experiences and understand what is common and what is different. This phase allows the construction of the knowledge at stake, which is then formalized in the next phase, i.e. institutionalization. The last phase is the one that allows to reinvest the learning achieved in other situations.