scholarly journals Making the Unsustainable Sustainable: How Swedish Secondary School Teachers Deal with Sustainable Development in Their Teaching

2020 ◽  
Vol 12 (19) ◽  
pp. 8271
Author(s):  
Per Gyberg ◽  
Jonas Anshelm ◽  
Jonas Hallström
Keyword(s):  
Sustainable Development ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
Individual Responsibility ◽  
Sustainable Society ◽  
Long Run ◽  
Starting Point ◽  
Upper Secondary ◽  
Group Interviews ◽  
Upper Secondary Schools

The aim of this article is to investigate how Swedish teachers manage the uncertainty and complexity associated with sustainable development (SD) as a field of knowledge, in relation to the requirements in the school curriculum. Underlying the whole concept of sustainable development is the vision that there is a possible solution to the ecological, economic and social problems created by humans. However, it is not so clear what this solution actually means in practice. The article builds on an analysis of transcribed individual and group interviews with 40 teachers at Swedish lower and upper secondary schools, related to the topic of sustainable development as a field of knowledge. A thematic analysis was carried out by identifying four broad themes, including dominating discourses. The results indicate that there is a lack of vision among the teachers for a future sustainable society, while at the same time, it seems to be taboo to talk about what an unsustainable society might mean in the long run. Presentations of the problems and knowledge of what causes them must always be combined with instructions on how problems can be solved and how pupils can influence their own future and help create sustainable development. The starting point for such a solution-oriented approach to SD is based on an assumption that individual behaviour is essential to achieving sustainable development and thus that individual responsibility is crucial. This focus leads to individual consumer choices, behaviours and lifestyles at the heart of teaching, while progressive, alternative visions and critical perspectives are downplayed.

Integrating UNSDG in International School’s Curriculum: Nurturing a Sustainable Society in Malaysia

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 194-212
Author(s):  
Urish Wynton Pillai Thomas ◽  
Dr. Syriac Nellikunnel Devasia ◽  
Dr Parameswaran Subrmanian ◽  
Dr Maria Josephine Williams ◽  
Dr Hanim Norza Baba
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
International Schools ◽  
School Curriculum ◽  
International School ◽  
Full Time ◽  
Sustainable Society ◽  
Development Goals ◽  
The Impact ◽  
Nonparametric Correlation

The purpose of this study is to evaluate the impact of integrating Sustainable Development Goals (SDG) into International School Curriculum, and to adapt Education for Sustainable Development using Ajzen’s theory of planned behaviour, Roger’s diffusion of innovation theory and Stern’s value belief norm (VBN) theory to nurture a sustainable society. The study narrowed five development goals; Zero Hunger (SDG 2), Clean Water and Sanitation (SDG 6), Sustainable Cities and Communities (SDG 11), Climate Change (SDG 13) and Life on Land (SDG 15) to evaluate the impact towards international school’s curriculum in order to nurture a sustainable society. Data was collected from 105 teachers from 5149 full time teachers in International Schools in Malaysia. The questionnaire focusses on indicators from Sustainable Development Goals and funnelled down to understand whether these indicators will impact the objective of these research, which is to nurture a sustainable society through integrating SDGs in International School Curriculum. The data was analyzed through SPSS application where correlation test were conducted and produce nonparametric correlation results in p<0.001 which indicate a very high significant of relationship between SDGs and sustainable society.

scholarly journals A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan

2020 ◽  
Vol 12 (3) ◽  
pp. 1123 ◽  
Author(s):  
Ulf Fredriksson ◽  
Kanako N. Kusanagi ◽  
Petros Gougoulakis ◽  
Yaka Matsuda ◽  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Project Work ◽  
School Activities ◽  
Successful Work ◽  
Upper Secondary ◽  
Important Approach ◽  
Local Engagement ◽  
The Subject ◽  
Upper Secondary Schools

This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.

“This school really teaches you to talk to your teachers”: Students’ experience of different assessment cultures in three Icelandic upper secondary schools

2020 ◽  
Vol 14 ◽  
pp. 63-88
Author(s):  
Ívar Rafn Jónsson ◽  
◽  
Guðrún Geirsdóttir
Keyword(s):  
Secondary Schools ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Teacher Student Relationships ◽  
Assessment Culture ◽  
Teacher Student ◽  
Upper Secondary ◽  
Group Interviews ◽  
Upper Secondary Schools

Assuming that the quality of assessment for learning (AfL) is, to some extent, bound by the context of the assessment culture it thrives in, it becomes important to understand students’ experiences of the cultural characteristics that are regarded as valuable for their learning. The purpose of this study is to explore and compare students’ experiences of assessment practices in schools with an overt policy of AfL implementation with those of students in schools with no AfL policy. Focus group interviews with students were conducted in three Icelandic upper secondary schools. The findings show that students value positive teacher–student relationships and active dialogue with teachers. Moreover, a “mixed” assessment culture could be seen in one school, where a culture of grading is prevalent in conjunction with a learning-oriented assessment culture. We propose that stakeholders of upper secondary schools discuss openly and review critically the interplay of assessment tools such as grades and formative feedback. In light of these findings, it is important that the prevailing practice of assessment guides students to internalise the mindset that is embedded in AfL.

scholarly journals Heroes and others: tensions and challenges in implementing Mentors in Violence Prevention in Swedish schools

2020 ◽  
Vol 4 (2) ◽  
pp. 141-155 ◽  
Author(s):  
Linnéa Bruno ◽  
Tanja Joelsson ◽  
Anna G. Franzén ◽  
Lucas Gottzén
Keyword(s):  
Violence Prevention ◽  
School Setting ◽  
Prevention Programme ◽  
Classroom Observations ◽  
Gender Based Violence ◽  
Upper Secondary ◽  
Group Interviews ◽  
Gender Based ◽  
Compulsory Schools ◽  
Upper Secondary Schools

This article explores the challenges that were detected in the first evaluation of the violence prevention programme Mentors in Violence Prevention at senior levels of compulsory schools and upper-secondary schools in Sweden. In particular, we analyse how the gender-transformative dimension and the bystander perspective aspect of the programme played out in the classroom. What are the implications of implementing a gender-transformative violence prevention programme such as Mentors in Violence Prevention when it is carried out by teachers in the school setting? The empirical basis for this study includes classroom observations during all seven Mentors in Violence Prevention sessions in two schools, and group interviews with a total of 14 teachers and 26 pupils (aged 13‐19) from five schools. Our findings suggest that most teachers did not appear to be comfortable with either the Mentors in Violence Prevention programme’s pedagogical model or its theoretical approach. Consequently, they occasionally worked in manners contrary to the programme’s intentions. However, observations and interviews demonstrated that a learning process about gender-based violence had been initiated. It may be necessary to make further adjustments if Mentors in Violence Prevention is to be used in schools in Sweden, particularly if teachers are to be the programme leaders.

scholarly journals Ungdomars erfarenheter som resurs för hållbar utveckling. Om utbildning för hållbar utveckling och religionskunskapsämnet i gymnasieskolan

Prismet ◽  
1970 ◽  
pp. 51-68
Author(s):  
Ulrika Svalfors
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Religious Education ◽  
World View ◽  
Education For Sustainable Development ◽  
Upper Secondary School ◽  
Development Education ◽  
Upper Secondary ◽  
Upper Secondary Schools ◽  
Sustainable Development Education

Denna artikel diskuterar hur ungdomars egna erfarenheter kan användas som en resurs i undervisning för hållbar utveckling inom religionskunskapen. Diskussionen sker mot bakgrund av en intervjustudie bland sistaårselever på fyra gymnasieskolor i Sverige. I dessa intervjuer framkommer det att ungdomar har gedigna erfarenheter av såväl engagemang som makt och uthållighet som är så pass integrerade med ungdomars uppfattningar om sig själva att de kan betraktas som delar av deras livsåskådning. Dessa erfarenheter kan därmed utgöra en resurs i undervisning om hållbar utveckling, vilket blir tydligt i religionskunskapen. Hållbar utveckling är ett tema som kan bidra till att stärka elevernas hermeneutiska förmåga och till mångfald – centralt för religionskunskapen och nödvändigt för en hållbar utveckling.Nyckelord: ungdomar, livsåskådning, religionskunskap, hermeneutisk förmåga, engagemang, makt, uthållighet, utbildning för hållbar utveckling, gymnasieskolan, SverigeThis article discusses how young people's own experiences can be used as a resource for sustainable development education within religious education. The discussion takes place in the light of an interview study among last year's students at four upper secondary schools in Sweden. In these interviews, it appears that young people have a solid experience of commitment as well as power and stamina that are so integrated with their perceptions of themselves that they can be regarded as part of their world view. Hence, these experiences become a resource for education for sustainable development, which become clear in religious education. Sustainable development is a theme that reinforces the students’ hermeneutical competence and contributes to diversity – central for religious education and necessary for sustainable development.Keywords: youth, world view, religious education, hermeneutical competence, commitment, power, stamina, education for sustainable development, upper secondary school, Sweden

scholarly journals Założenia i cele Projektu „Krok w przedsiębiorczość” dla nauczycieli szkół ponadgimnazjalnych

2011 ◽  
Vol 7 ◽  
pp. 308-320
Author(s):  
Sławomir Dorocki ◽  
Wioletta Kilar ◽  
Tomasz Rachwał
Keyword(s):  
Secondary School ◽  
Training Program ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Entrepreneurial Attitudes ◽  
Mathematics Competence ◽  
Innovative Program ◽  
Upper Secondary ◽  
And Mathematics ◽  
Upper Secondary Schools

This article presents the rationale and purpose of the Project “Step in entrepreneurship” to the secondary school teachers. The main objective of the project is to design and pilot testing of implementation (in Małopolska and Podkarpackie voivodeships) an innovative program of development of entrepreneurial attitudes, IT and mathematics competence in upper secondary schools. The developed training program is based on the concept of creating a virtual company by the students. It is located on the Open Educational Platform created specifically for the Project and the students compete on the virtual market.

scholarly journals «Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet

2018 ◽  
Vol 12 (1) ◽  
pp. 1 ◽  
Author(s):  
Ingrid Helleve ◽  
Marit Ulvik ◽  
Kari Smith
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
International Study ◽  
Professional Role ◽  
Upper Secondary School ◽  
Pedagogical Beliefs ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Upper Secondary ◽  
Upper Secondary Schools

Målet med denne studien er å undersøke hvordan lærere forstår og tolker sitt profesjonelle handlingsrom og hvordan de, basert på denne erfaringen, har opplevd å nå sine egne mål over tid. Studien, som er del av en internasjonal studie, bygger på observasjoner, intervjuer og story-lines fra seks lærere ved tre videregående skoler. Lærerne er av ledelsen utpekt til å være lærere som utnytter det handlingsrommet de har og som selv tar styring på hvordan de praktiserer lærerjobben. Funnene viser at lærerne langt på vei tolker og endrer rammer og regelverk i tråd med egne mål – også lærere innenfor samme kontekst. De fleste lærerne opplever at de utnytter og har utnyttet et større handlingsrom enn de erfarer å ha med bakgrunn i rammer og pålegg. Dette resultatet skiller seg fra de to andre landene som deltar i den internasjonale studien. Konklusjonen er at kunnskap om læreres forståelse av sitt profesjonelle handlingsrom kan bidra til refleksjon over egen lærerrolle og til ny innsikt i skoleutvikling.Nøkkelord: profesjonelt handlingsrom, videregående skole, lærereTeachers’ professional space – How it is experienced and utilizedAbstractThe aim of the study is to examine teachers’ understanding and interpretation of their professional space, and how they experience having possibilities to practice their pedagogical beliefs throughout their careers. The study, which is part of an international study, is built on observations, interviews and story-lines from six teachers in three Norwegian upper secondary schools. These are teachers viewed by their principals as independent teachers exploiting their professional space when practicing teaching. Findings show that to a large extent teachers interpret and change frames and rules according to their own pedagogical beliefs. Teachers working in the same schools respond differently to school regulations. Most of the teachers claim to have more space than what they perceive external rules and frameworks allow for. This finding differs from the two other participating countries in the international study, in which obedience to external regulations was strong. The conclusion reached in this paper is that additional knowledge about teachers’ perceptions of their professional space will contribute to ways in which reflection of practice and professional role can be enhanced, and thereby support school development.Keywords: professional space, upper secondary school, teachers

scholarly journals PERANAN PENTING SEJARAH LOKAL DALAM KURIKULUM DI SEKOLAH MENENGAH ATAS

2017 ◽  
Vol 4 (1) ◽  
pp. 53
Author(s):  
Yeni Wijayanti
Keyword(s):  
National Curriculum ◽  
Integrated Approach ◽  
Local History ◽  
Local Content ◽  
History Curriculum ◽  
Starting Point ◽  
Upper Secondary ◽  
Whole Person ◽  
The Government ◽  
Upper Secondary Schools

ABSTRAKKurikulum pendidikan sejarah dapat dikembangkan dengan memanfaatkan muatan lokal, dalam hal ini sejarah lokal. Muatan lokal dalam kurikulum pendidikan sejarah sangat penting apalagi jika mengingat kurikulum mempunyai fungsi pengintegrasian yaitu bahwa kurikulum berfungsi mendidik pribadi-pribadi yang terintegrasi dengan masyarakat. Pemerintah melalui kebijakannya secara serentak menerapkan kurikulum nasional (Kurikulum 2013) sebagai program yang terencana dalam membentuk manusia Indonesia yang bermartabat.Penelitian ini dilakukan di Kabupaten Ciamis. Tujuan penulisan ini diharapkan mampu memberikan sumbangan pemikiran terhadap pengembangan ilmu kependidikan terutama yang berkaitan dengan kurikulum sejarah lokal. Pengembangan kurikulum pendidikan dilakukan dengan menggunakan pendekatan. Pendekatan integratif atau pendekatan terpadu dalam mengembangkan kurikulum bertitik tolak dari suatu keseluruhan atau kesatuan yang bermakna dan terstruktur. Dalam hal ini, pendidikan anak adalah pendidikan yang menyeluruh. Oleh karena itu, kurikulum harus disusun sedemikian rupa sehingga mampu mengembangkan pribadi yang utuh. Mata pelajaran hanyalah sebagian kecil faktor yang mempengaruhi perkembangan anak, karena ada komponen lain yaitu bangunan, fasilitas, orang di sekitar, gambar, dan sebagainya. Disinilah pentingnya sejarah lokal dimasukkan ke dalam kurikulum pendidikan. Akan tetapi, muatan lokal (sejarah lokal) khususnya di sekolah-sekolah menengah atas di Kabupaten Ciamis masih belum menjadi sebuah mata pelajaran tersendiri.Kata Kunci: Peranan, Sejarah Lokal, KurikulumABSTRACTHistory education curriculum can be developed by making use of local content, in this case the local history. Local content in the curriculum of history education is very important especially when considering the integration of the curriculum has the function of which is that the curriculum serves to educate individuals who are integrated with the community. The government through its policies simultaneously implement the national curriculum (Curriculum 2013) as a planned program in a dignified Indonesian human form.This research was conducted in the district of Ciamis. The purpose of this paper is expected to contribute ideas towards the development of science education, especially relating to local history curriculum.Curriculum development is done using the approach. The integrated approach or an integrated approach in developing the curriculum starting point of a whole or unity meaningful and structured. In this case, the education of children is a well-rounded education. Therefore, the curriculum should be structured such that it is able to develop the whole person. Subjects only a small part factors that affect child development, because there are other components, namely buildings, facilities, people around, images, and so forth. This is where the importance of local history incorporated into the educational curriculum. However, local content (local history), especially in upper secondary schools in Ciamis still not become a separate subject.Keywords: Role, Local History, Curriculum

The possibility of holistic safety education in Japan: From the perspective of Education for Sustainable Development (ESD)

2018 ◽  
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Traffic Safety ◽  
Daily Life ◽  
Education For Sustainable Development ◽  
Sustainable Society ◽  
Safety Education ◽  
Software Support ◽  
Starting Point ◽  
Holistic Understanding ◽  
Educational Concept

This paper studies modes of safety education, that is, education required for the development of a safe and secure society (i.e., a resilient and sustainable society), particularly in the context of Japan. In addition, this paper aims to verify what kind of safety education should be provided through the new educational concept of “Education for Sustainable Development” (ESD). In recent years, Japan has suffered a number of serious incidents in school zones, cases of children being kidnapped or killed, as well as the damage caused by the Great East Japan Earthquake & Tsunami of March 11, 2011, and other natural disasters. Consequently, the safety and security of children has become the responsibility of society as a whole, not just of educators. Based on this awareness, this paper will discuss a new mode of safety education that can contribute to the design of mobility for the coming age. There are two main findings from this study. First, the paper identifies the need to provide multiple software support for existing safety education. Few safety education programs have sufficiently incorporated the perspective of understanding safety in a comprehensive manner, instead focusing on a particular area of traffic, disasters, or daily life. In light of this issue, this paper recognizes the importance of incorporating the perspective of problem-solving and participation-oriented ESD into a holistic understanding of safety education. Second, awareness surveys conducted by the author on parents and teachers revealed that the respondents demonstrated a high interest traffic safety relative to other safety education areas. It would thus appear to be possible to make “traffic” the starting point for safety education and then broaden the scope to daily life and disasters. The survey also clarified that related parties considered raising children’s awareness to be the most important aspect in safety education. 

scholarly journals English writing instruction in Norwegian upper secondary schools

2015 ◽  
Vol 9 (1) ◽  
pp. 11 ◽  
Author(s):  
May Olaug Horverak
Keyword(s):  
Secondary Schools ◽  
Writing Instruction ◽  
Teaching Material ◽  
English Writing ◽  
Detailed Instruction ◽  
Upper Secondary ◽  
English Writing Instruction ◽  
Group Interviews ◽  
Teaching Learning ◽  
Upper Secondary Schools

AbstractThis article presents a study of current English writing instruction practices in a selection of Norwegian upper secondary schools and discusses how this draws upon ideas within genre-pedagogy. The data comprises individual and focus-group interviews, observation reports and some teaching material. The study shows that English teachers focus on teaching genre requirements and adjustment of language to task and context. However, despite agreeing on the importance of teaching how to write specific text-types and to adjust to the situation at hand, there seems to be different opinions about how detailed instruction should be. Some teachers fear that too explicit instruction may hinder creativity, while others emphasise the need to learn how to structure a text, and to open up for creativity within certain writing frames. In spite of the differences, the practices revealed in this study comply quite well with genre-pedagogy. From the findings in this article, it seems like there is a need to develop and make available teaching material in English to be used in writing instruction, and also to improve the English teacher education with regard to the teaching of writing.Keywords: Writing instruction, genre-pedagogy, teaching-learning cycle, con-text and modellingSammendragDenne artikkelen presenterer en studie av engelsk skriveundervisning i et utvalg norske videregående skoler, og diskuterer hvordan disse praksisene samsvarer med sjangerpedagogikk. Innsamlet data består av individuelle og fokusgruppe-intervjuer, observasjonsrapporter og undervisningsmateriale, og studien viser at engelsklærere fokuserer på å undervise sjangerkrav og det å tilpasse språk til oppgave og kontekst. Til tross for at det er enighet om at det er viktig å undervise i spesifikke tekst typer, og det å tilpasse skriving til situasjon, er det ulike meninger om hvor detaljert skriveundervisningen bør være. Noen lærere frykter at for eksplisitt instruksjon kan hindre kreativitet, mens andre understreker behovet for å lære å strukturere tekster i detalj, og åpner opp for kreativitet innen bestemte skriverammer. Til tross for ulikheter, så samsvarer praksisene presentert i denne studien i stor grad med sjangerpedagogikken. Ut fra funnene i denne artikkelen, kan en konkludere at det er et behov for å utvikle og gjøre tilgjengelig undervisningsmateriale for skriveundervisning i engelsk, samt at det er et behov for å forbedre engelsklærerutdanningen når det gjelder opplæring i skriveundervisning.Nøkkelord: Skriveundervisning, sjangerpedagogikk, undervisnings-lærings syklus, kontekst og modellering 

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