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Utbildning för hållbar utveckling från ett lärarperspektiv i årskurs 4-6: En studie om lärares medvetenhet, föreställningar och utbildning inom utbildning för hållbar utveckling i Sverige och USA.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2015 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

The primary purpose of this degree project was to investigate teachers conceptions about education for sustainable development and their education within the area. Teachers from Sweden and California have taken part and one of the aims with this study was to look if any differences could be found depending on what country the teachers came from. Therefore, this study has used a qualitative approach where conception maps and interviews have been used to get a result. Furthermore, the result showed that none of the differences that was found can be linked to the participants home country. The study also showed that several of different teaching traditions and educations philosophies was represented. Moreover, this degree project found that further education within the area was none existent for the teachers. To summarize, this examination of teachers conceptions and their further education found that the teachers would like to see more frequent further education within the area of education for sustainable development. However, the most important result in the degree project was the none existing differences found depending on the participants teaching country. Furthermore, this means that the teachers are the single most important factor in the pupils education for sustainable development.

Place, publisher, year, edition, pages
Keyword [sv]
Utbildning för hållbar utveckling, lärares föreställningar, USA, mellanstadiet
National Category
URN: urn:nbn:se:kau:diva-36530OAI: diva2:823362
Subject / course
Educational program
Primary Education Programme, 240 hp
Available from: 2015-06-22 Created: 2015-06-18 Last updated: 2015-06-22Bibliographically approved

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Faculty of Arts and Social Sciences (starting 2013)

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