Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
What timss tells us about education for sustainable development - a comparative study between biology and science teachers in Sweden
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). University of Antwerp. (SMEER)ORCID-id: 0000-0002-8496-096x
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). (SMEER)ORCID-id: 0000-0001-8735-2102
2018 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The implementation of Education for Sustainable Development (ESD) in formal education is an arduous process. A much reported issue is that teachers do not perceive ESD as part of their task. As ESD should be implemented through whole-school approach this is identified as one of the major barriers to successfully bringing ESD into formal education. The current study uses the most recent Swedish TIMSS data Sweden for grade 4 classroom teachers, and for grade 8 biology and science teachers to answer three questions: (1) How well prepared do teachers feel to teach ESD? (2) According to teachers, is ESD supported in/by the whole school? (3) How often do teachers participate in ESD professional development? Using data from over 1000 Swedish respondents, the study shows that elementary and science teachers feel ill prepared for ESD. Biology teachers in grade 8 feel most prepared, but their mean score is also below the value 2 (indicating that they do not even feel ‘somewhat’ prepared). Our study also reveals that students are not very involved in the implementation of ESD. This is problematic since ESD focusses on their participation. While PD rates are low for all teachers in the sample we see that when grade 4 and grade 8 science teachers do participate in such programs they feel better prepared to bring ESD into their classroom. At the same time we have to underscore that across PD topics in TIMSS, ESD is at the lowest level (around 13%, with other topics averaging 25 to 45%). Yet, these results show that PD is key to the successful implementation of ESD.

sted, utgiver, år, opplag, sider
2018.
Emneord [en]
ESD, whole-school approach, preparedness, biology teachers, TIMSS
HSV kategori
Forskningsprogram
Biologi
Identifikatorer
URN: urn:nbn:se:kau:diva-75297OAI: oai:DiVA.org:kau-75297DiVA, id: diva2:1360707
Konferanse
Oral presentation at the ERIDOB (European Researchers In Didactics Of Biology) conference. 2 – 6th of July, Zaragoza, Spain.
Tilgjengelig fra: 2019-10-14 Laget: 2019-10-14 Sist oppdatert: 2019-10-25bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

https://eventos.unizar.es/_files/_event/_8746/_editorFiles/file/eridob2018/Abstracts%20Book%20Eridob%202018.pdf

Personposter BETA

Boeve-de Pauw, JelleGericke, Niklas

Søk i DiVA

Av forfatter/redaktør
Boeve-de Pauw, JelleGericke, Niklas
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 9 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf