Science teacher education for sustainable development: a case study of a residential field course in a Norwegian pre-service teacher education programme

2017 ◽  
Vol 18 (2) ◽  
pp. 99-114 ◽  
Author(s):  
Kirsti Marie Jegstad ◽  
Sigrid Marie Gjøtterud ◽  
Astrid Tonette Sinnes
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Science Teacher ◽  
Science Teacher Education ◽  
Education Programme ◽  
Education For Sustainable Development ◽  
Teacher Education Programme ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Creativity, Continuity and Context in Teacher Education: Lessons from the Field

2006 ◽  
Vol 22 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Anne Bore
Keyword(s):  
Teacher Education ◽  
School Culture ◽  
Environmental Education ◽  
Education Programme ◽  
School Science ◽  
Curriculum Planning ◽  
Teacher Education Programme ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

AbstractLessons from a pilot introduction of environmental education into a teacher education programme designed to address pupil disengagement from school science, are discussed in this paper. Pre-service teachers discovered that environmental education can be a potent context for creativity and continuity in curriculum planning. Interpretation of the responses demonstrates that environmental education can be used to develop scientific and eco-literacy and that pre-service teachers can be imaginative when offered the opportunity to link disparate areas of science in this context, but the timing of the intervention appears to be critical. Exposure to school culture appears to inhibit their ability to plan imaginatively. This has implications for pre-service teacher education and practising teachers internationally, if pupil disenchantment with science is to be halted.

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