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Subject- and experience-bound differences in teachers' conceptual understanding of sustainable development
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.ORCID-id: 0000-0001-8735-2102
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi. Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.ORCID-id: 0000-0003-2220-1615
2014 (Engelska)Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, nr 4, s. 526-551Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article describe the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum all teachers in all subjects should integrate a holistic perspective of sustainable development including economic, ecological and social dimensions. This study shows that teachers differ in their understanding of the concept mostly according to their subject traditions. Social science teachers emphasize social dimensions, and science teachers’ ecological dimensions, respectively. Teachers are aware of the relevance of the three dimensions to various degrees, but do not generally have a holistic understanding. The greatest uncertainty in teachers’ understanding is related to the economic dimension. Science and social science teachers are critical of incorporating economic growth into the concept of sustainable development while language, vocational and esthetical-practical teachers are not. No experience-bound differences of the teachers’ understanding could be found, but recently qualified teachers consider their understanding of sustainable development to be poorer in comparison to more experienced teachers’ self-evaluation. The study highlights the need for further training in sustainable development since more than 70 % of the questioned teachers stated that they need such training.

Ort, förlag, år, upplaga, sidor
Routledge, 2014. Vol. 20, nr 4, s. 526-551
Nyckelord [en]
environmental education, sustainable development, teachers' understanding, upper secondary school, subject- and experienced-bound differences
Nationell ämneskategori
Annan biologi Didaktik
Forskningsämne
Biologi
Identifikatorer
URN: urn:nbn:se:kau:diva-8257DOI: 10.1080/13504622.2013.833584ISI: 000340175500005OAI: oai:DiVA.org:kau-8257DiVA, id: diva2:441362
Tillgänglig från: 2011-09-15 Skapad: 2011-09-15 Senast uppdaterad: 2018-06-04Bibliografiskt granskad
Ingår i avhandling
1. Utbildning för hållbar utveckling ur ett lärarperspektiv: Ämnesbundna skillnader i gymnasieskolan
Öppna denna publikation i ny flik eller fönster >>Utbildning för hållbar utveckling ur ett lärarperspektiv: Ämnesbundna skillnader i gymnasieskolan
2011 (Svenska)Licentiatavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[en]
Education for sustainable development from a teacher’s perspective : Subject-bound differences in upper secondary school
Abstract [en]

This thesis investigates how teachers from different disciplines understand and implement education for sustainable development in their teaching. A nationwide questionnaire study was conducted with 3229 upper secondary school teachers representing 224 schools in Sweden. The concept of sustainable development is complex and research has shown that teachers exhibit uncertainties in their understanding of it, and that the way they conceptualize sustainable development can have consequences for how they incorporate it into their teaching. Previous research has emphasized that Education for Sustainable Development (ESD) should promote interdisciplinary and holistic learning rather than traditional subject-based learning. This is in accordance with the Swedish curriculum, which emphasizes that all teachers in all subjects should integrate education for sustainable development. The teachers in the study were grouped into four disciplines; science-, social science-, language-, and vocational/esthetical-practical teachers.  The results showed that there were many subject-bound barriers to successful implementation of  ESD. Teachers were influenced by their subject tradition in: 1) how they understand sustainable development, 2) which teaching methods they use, 3) which barriers they experience, and 4) which teaching tradition they work within. Because of these differences it is important to adjust any further training of teachers according to their discipline. This study highlights the need for improved teacher education and further training of in-service teachers; more than 70% of the teachers stated that they need such training. It also highlights the issue how strong subject-bound traditions make it difficult to implement general goals of the curricula such as sustainable development.

Ort, förlag, år, upplaga, sidor
Karlstad: Karlstad University, 2011. s. 49
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2011:42
Nyckelord
Environmental education, Sustainable development, Teaching for sustainability, Teachers understanding, Upper secondary school, Subject -bound differences, Teaching traditions, Interdisciplinary Approach, Teaching methods, Miljöundervising, Hållbar utveckling, Undervsing för hållbar utveckling, Lärares förståelse, Gymnasieskolan, Ämnesbundna skillnader, Undervsingstraditioner, Ämnesövergripande arbetssätt, Undervsings metoder
Nationell ämneskategori
Didaktik
Forskningsämne
Biologi
Identifikatorer
urn:nbn:se:kau:diva-8057 (URN)978-91-7063-377-5 (ISBN)
Presentation
2011-09-30, Rejmersalen (Ericson) 9C 204, Universitetsgatan 2, 651 88 Karlstad, 10:15 (Svenska)
Opponent
Handledare
Tillgänglig från: 2011-09-15 Skapad: 2011-08-15 Senast uppdaterad: 2015-12-28Bibliografiskt granskad

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Borg, CarolaGericke, NiklasHöglund, Hans-OlofBergman, Eva
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Institutionen för miljö- och livsvetenskaperAvdelningen för biologi
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Environmental Education Research
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