How has participation in the Erasmus+ programme contributed to transforming my Relationship to knowledge? The case of teachers participating in an AC+220 Scheme Project (full text in French)

Abstract

This study is part of an emerging field of research: school mobility. By considering participation in the Erasmus+ mobility program as a component of teachers’ life long learning, we examine the potential transformation of their relationship to knowledge within the framework of a project under the AC 220 scheme in the school sector. The project, focused on gender inequalities in education and the promotion of a culture of equality, also leads us to explore how participants perceive the notion of equality. Conducted during the 2024–2025 academic year, the research follows a mixed-methods approach. The findings highlight a link between teachers’ motivation and the evolution of their relationship to knowledge, while also revealing the tensions experienced as they enter training. These dynamics are also reflected in their educational practices.