scholarly journals Textbooks and action competence for sustainable development: an analysis of Swedish lower secondary level textbooks in geography and biology

2020 ◽  
pp. 1-16
Author(s):  
Elin Biström ◽  
Ragnar Lundström
Keyword(s):  
Sustainable Development ◽  
Secondary Level ◽  
Action Competence

scholarly journals Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning

2022 ◽  
Vol 14 (2) ◽  
pp. 767
Author(s):  
Maria Magdalena Isac ◽  
Wanda Sass ◽  
Jelle Boeve-de Pauw ◽  
Sven De Maeyer ◽  
Wouter Schelfhout ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Structural Equation ◽  
Success Factors ◽  
Measurement Instrument ◽  
Teaching Experience ◽  
Education For Sustainable Development ◽  
Future Research ◽  
Subject Specialization ◽  
Action Competence

This study builds on a research-practitioner partnership embedded within an education for sustainable development (ESD) project and aims to explore the major potential challenges (i.e., disciplinary boundaries set by subject specialization, especially in secondary education) and success factors (i.e., teacher co-learning experiences in ESD) associated with differences in teachers’ professional action competence (PACesd) in a sample of 557 in-service teachers in primary and secondary schools in Flanders, Belgium. The study employed a recently validated PACesd measurement instrument and involved quantitative data analysis in a structural equation modelling framework. The results show that primary education teachers tend to report higher PACesd levels compared to their peers in secondary education. Moreover, regardless of educational level, gender and teaching experience, all teachers participating in a working group or a learning community in ESD are more likely to show higher levels of PACesd. Implications of the findings, limitations and directions for future research are discussed.

Becoming a competent teacher in education for sustainable development

2019 ◽  
Vol 20 (4) ◽  
pp. 630-653 ◽  
Author(s):  
Jan-Ole Brandt ◽  
Lina Bürgener ◽  
Matthias Barth ◽  
Aaron Redman
Keyword(s):  
Sustainable Development ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teacher Education Program ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Competence Development ◽  
Assessment Tools ◽  
Content Type ◽  
Action Competence

Purpose This paper aims to provide a holistic approach to assessing student teachers’ competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD. Design/methodology/approach A multiple case study design was used on two sequential modules of a university’s teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired sample t-tests. Findings The results from this study clearly indicate that the two courses contributed to a shift in students’ non-cognitive dispositions. The study also provides evidence on the students’ competence development and demonstrates how two different learning settings support different dimensions of teachers’ professional action competence in terms of ESD. Originality/value The triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.

scholarly journals Sustainability Stories to Encounter Competences for Sustainability

2021 ◽  
pp. 097340822110050
Author(s):  
OLA UHRQVIST ◽  
LISA CARLSSON ◽  
ANN-SOFIE KALL ◽  
THERESE ASPLUND
Keyword(s):  
Sustainable Development ◽  
Student Engagement ◽  
Critical Reflection ◽  
Social Economic ◽  
Education For Sustainable Development ◽  
Educational Practices ◽  
Educational Strategy ◽  
Classroom Activities ◽  
Sustainability Issue ◽  
Action Competence

We communicate, relate, educate and make our world meaningful through stories. Stories are integrated in and are a part of every sustainability issue. In this article, we develop the concept of sustainability stories, and how they can be assessed and developed to correspond with the intentions of education for sustainable development (ESD). Literature shows that valued competences such as action competence, systems perspectives, student engagement and critical reflection have difficulties when it comes to informing educational practices in profound ways. In this article, we argue for the use of sustainability stories as an educational strategy to overcome this problem. Here the didactical tool ecolocigal, pluralism, organisations, social, economic and, agents (EPOSEA) aids teachers in enhancing their ESD classroom activities as well as providing a tool for co-producing sustainability stories. We argue for the potential of serious stories in ESD to holistically engage learners in exploring complex issues.

Teaching Climate Change at Primary and Secondary Levels for Sustainable Development

2021 ◽  
pp. 241-260
Author(s):  
Sobha D. Namboodhiri ◽  
Raghavendra G. Rao
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Social Science ◽  
Environmental Science ◽  
Secondary Level ◽  
School Curriculum ◽  
Ease Of Use ◽  
Survey Method ◽  
Development Education ◽  
Primary Level

The young minds are provided with climate change and sustainable development education through various means. Environmental education is being taught at the primary level in Central Board of Secondary Education Schools while it is being taught at secondary level in the Social Science and Science Subject in C.B.S.E. Schools of India with various tools and methods. In the present study, the authors have incorporated some methods which help in teaching about climate change at primary and secondary levels. The study shows how the adopted methods are effective in disseminating knowledge about climate change. The investigator decided to adopt the survey method of research to know the method of teaching being adopted for teaching of climate change in environmental science at primary level and in science or social science, eco club at secondary level. Findings were that students should be taught in the school curriculum itself about climate change and its effects. The teaching strategies should be adopted based on the level of the child, his level of cognitive ability, accessibility, and ease of use.

scholarly journals Educational Content in Cross-curricular ESE Teaching and A Model to Discern Teacher’s Teaching Traditions

2020 ◽  
Vol 14 (1) ◽  
pp. 78-97
Author(s):  
Per Sund ◽  
Niklas Gericke ◽  
Gabriel Bladh
Keyword(s):  
Sustainable Development ◽  
Social Science ◽  
Learning Opportunities ◽  
Teacher Teams ◽  
Educational Content ◽  
Compulsory School ◽  
Subject Areas ◽  
The Subject ◽  
Fair Distribution ◽  
Action Competence

According to the curricula in various countries, teachers in the subject areas of science, social science and language are often expected to collaborate on cross-curricular issues such as sustainable development (SD) in the 9-year compulsory school. This study is based in Sweden and investigates teachers’ teaching traditions. The overall aim of this study is to understand what educational content teacher teams can offer students through cross-curricular collaborations. The specific aim in Part 1 of this article is to discern the distribution of teachers’ teaching traditions from different subject areas. Part 2 offers a reflection tool for teachers and teacher teams to discern teaching traditions. The results show that teachers from different subject areas stress different yet complimentary aspects of environmental and sustainability (ESE) teaching. A fair distribution of teaching traditions in a teacher team will offer students better learning opportunities to develop and enhance their action competence for sustainable development.

scholarly journals Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

2021 ◽  
Vol 13 (23) ◽  
pp. 13343
Author(s):  
Julia Lohmann ◽  
Jennifer Breithecker ◽  
Ulrike Ohl ◽  
Petra Gieß-Stüber ◽  
Hans Brandl-Bredenbeck
Keyword(s):  
Sustainable Development ◽  
Physical Education ◽  
Literature Review ◽  
Qualitative Content Analysis ◽  
Self Regulation ◽  
Education For Sustainable Development ◽  
Motivational Orientation ◽  
Teacher Competence ◽  
Teacher Competences ◽  
Action Competence

In order to implement education for sustainable development (ESD), teachers from all subjects need to be equipped with ESD-specific professional action competence, including physical education (PE) teachers. However, the current state of research on approaches to defining ESD-specific teacher competence is complex and there is little debate on what competences PE teachers in particular need in order to implement ESD. The purpose of this study is to make a theoretical contribution to clarifying the central concepts of ESD-specific teacher competences and to link this discussion to the subject of PE. We conducted a systematic literature review following PRISMA guidelines with a focus on normative and theoretical work about ESD-specific teacher competences. Twenty-two articles from 2008 onwards met the inclusion criteria. Subsequently, we applied a qualitative content analysis based on theoretically derived main categories. The literature review revealed a more nuanced examination of the categories of ESD-specific professional knowledge and beliefs. The categories of motivational orientation and self-regulation were found to have received less attention in the analyzed papers. PE-specific aspects were not reflected in the reviewed literature. A refined model of ESD-specific professional action competence is suggested and it is demonstrated how this model might be applied to subject-specific discourses from the perspective of PE.

scholarly journals The importance of Incorporating Education for Sustainable Development (ESD) into the Secondary Curriculum in Order to Minimise the Problems of Waste on South Tarawa

2021 ◽  
Author(s):  
◽  
Sina Moy
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Secondary School ◽  
Large Population ◽  
Secondary Level ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Small Island ◽  
Ministry Of Education ◽  
Island States

<p>Waste is an increasing problem in Small Island States (SIDs) such as Kiribati. In Kiribati the major concern is on the capital island, South Tarawa with more than 6,500 tons of solid waste generated each year. With only a tiny strip of land supporting a large population, it is no wonder it resulted as the highest population density compared to Tokyo. More than half of the Kiribati population lives on the capital, South Tarawa with an estimation of 150 people per/km^2 Education for Sustainable Development (ESD)/Environmental Education (EE) are taught through Social Studies, Science and other disciplinary subjects only in primary up to junior secondary school. The missing link of this ESD/EE can be found at the secondary level. The main aim of this research is to find out ways of incorporating ESD/EE at secondary level in order to help minimise waste issues that are present on urbanised South Tarawa. By formalising education for sustainable development/environmental education into the secondary school syllabus, it will help young citizens of Kiribati prepared as active members of society. As the Ministry of Education (NZ) states "nvironmental education provides a relevant context for identifying, exploring, and developing values and attitudes that can ensure students' active participation in maintaining and improving the quality of the local, national, and global environment."(Education for sustainability). This thesis argues that it is important to include Education for Sustainable Development into secondary school syllabus in order to help minimise the waste issues that have been experienced by the people living on South Tarawa.</p>

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