Digitala Vetenskapliga Arkivet

Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Teachers' View of Sustainable Development in Swedish Upper Secondary School
Malardalen Univ, SE-72123 Vasteras, Sweden..
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
Malardalen Univ, SE-72123 Vasteras, Sweden..
2015 (English)In: XVI INTERNATIONAL ORGANISATION FOR SCIENCE AND TECHNOLOGY EDUCATION SYMPOSIUM (IOSTE BORNEO 2014), 2015, Vol. 167, p. 7-14Conference paper, Published paper (Refereed)
Abstract [en]

In Sweden the importance of sustainable development (SD) can be traced in political documents from the fundamental law down to the curriculum for different school levels. To investigate how this political objective is demonstrated in knowledge and activities among the teachers, eleven upper secondary school teachers from different subjects have been interviewed to map out their views of SD, their own beliefs and how they teach SD. The interviews have been analysed in terms of content with the Knowledge - Value - Practice model as theoretical frame. The results showed that among the interviewed teachers there existed a spectrum of views of what SD stands for, from a narrow view to a well-developed view. There were also differences in their teaching practice. All teachers stated that teaching for SD is of great importance and that they all did it in terms of their own personal definition. All of them also pointed out that even if the steering documents present SD as important, the local management of the issue is weak. The differences between the teachers' view of SD and the weak local management generate a fundamental problem. Depending on the teachers' own definition and content choice the pupils may get different content knowledge, perhaps not even consistent with the recognized definition of sustainable development. The schools cannot therefore be said to give the pupils an equal education in the area of SD.

Place, publisher, year, edition, pages
2015. Vol. 167, p. 7-14
Series
Procedia Social and Behavioral Sciences, ISSN 1877-0428 ; 167
Keywords [en]
sustainable development, upper secondary school, teachers' view, KVP model, interviews
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:uu:diva-266047DOI: 10.1016/j.sbspro.2014.12.635ISI: 000361493500001OAI: oai:DiVA.org:uu-266047DiVA, id: diva2:867248
Conference
16th Symposium of the International-Organisation-for-Science-and-Technology-Education (IOSTE), SEP 21-27, 2014, Kuching, MALAYSIA
Available from: 2015-11-05 Created: 2015-11-05 Last updated: 2015-11-18Bibliographically approved

Open Access in DiVA

fulltext(244 kB)350 downloads
File information
File name FULLTEXT01.pdfFile size 244 kBChecksum SHA-512
8e4c72704bb9966af18a4cb7b24674b225884f3017ccd4884d9c9852baf363520aab4058e83f0af248257292bc34a82fa68fcba515d9e69b7b719ddef93dd445
Type fulltextMimetype application/pdf

Other links

Publisher's full text
By organisation
Department of Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 351 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 567 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf