Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Subject- and experience-bound differences in teachers' conceptual understanding of sustainable development
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.
Karlstad University, Faculty of Social and Life Sciences, Department of Biology. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences.ORCID iD: 0000-0003-2220-1615
2014 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, no 4, 526-551 p.Article in journal (Refereed) Published
Abstract [en]

This article describe the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum all teachers in all subjects should integrate a holistic perspective of sustainable development including economic, ecological and social dimensions. This study shows that teachers differ in their understanding of the concept mostly according to their subject traditions. Social science teachers emphasize social dimensions, and science teachers’ ecological dimensions, respectively. Teachers are aware of the relevance of the three dimensions to various degrees, but do not generally have a holistic understanding. The greatest uncertainty in teachers’ understanding is related to the economic dimension. Science and social science teachers are critical of incorporating economic growth into the concept of sustainable development while language, vocational and esthetical-practical teachers are not. No experience-bound differences of the teachers’ understanding could be found, but recently qualified teachers consider their understanding of sustainable development to be poorer in comparison to more experienced teachers’ self-evaluation. The study highlights the need for further training in sustainable development since more than 70 % of the questioned teachers stated that they need such training.

Place, publisher, year, edition, pages
Routledge, 2014. Vol. 20, no 4, 526-551 p.
Keyword [en]
environmental education, sustainable development, teachers' understanding, upper secondary school, subject- and experienced-bound differences
National Category
Other Biological Topics Didactics
Research subject
Biology
Identifiers
URN: urn:nbn:se:kau:diva-8257DOI: 10.1080/13504622.2013.833584ISI: 000340175500005OAI: oai:DiVA.org:kau-8257DiVA: diva2:441362
Available from: 2011-09-15 Created: 2011-09-15 Last updated: 2016-10-06Bibliographically approved
In thesis
1. Utbildning för hållbar utveckling ur ett lärarperspektiv: Ämnesbundna skillnader i gymnasieskolan
Open this publication in new window or tab >>Utbildning för hållbar utveckling ur ett lärarperspektiv: Ämnesbundna skillnader i gymnasieskolan
2011 (Swedish)Licentiate thesis, comprehensive summary (Other academic)
Alternative title[en]
Education for sustainable development from a teacher’s perspective : Subject-bound differences in upper secondary school
Abstract [en]

This thesis investigates how teachers from different disciplines understand and implement education for sustainable development in their teaching. A nationwide questionnaire study was conducted with 3229 upper secondary school teachers representing 224 schools in Sweden. The concept of sustainable development is complex and research has shown that teachers exhibit uncertainties in their understanding of it, and that the way they conceptualize sustainable development can have consequences for how they incorporate it into their teaching. Previous research has emphasized that Education for Sustainable Development (ESD) should promote interdisciplinary and holistic learning rather than traditional subject-based learning. This is in accordance with the Swedish curriculum, which emphasizes that all teachers in all subjects should integrate education for sustainable development. The teachers in the study were grouped into four disciplines; science-, social science-, language-, and vocational/esthetical-practical teachers.  The results showed that there were many subject-bound barriers to successful implementation of  ESD. Teachers were influenced by their subject tradition in: 1) how they understand sustainable development, 2) which teaching methods they use, 3) which barriers they experience, and 4) which teaching tradition they work within. Because of these differences it is important to adjust any further training of teachers according to their discipline. This study highlights the need for improved teacher education and further training of in-service teachers; more than 70% of the teachers stated that they need such training. It also highlights the issue how strong subject-bound traditions make it difficult to implement general goals of the curricula such as sustainable development.

Place, publisher, year, edition, pages
Karlstad: Karlstad University, 2011. 49 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2011:42
Keyword
Environmental education, Sustainable development, Teaching for sustainability, Teachers understanding, Upper secondary school, Subject -bound differences, Teaching traditions, Interdisciplinary Approach, Teaching methods, Miljöundervising, Hållbar utveckling, Undervsing för hållbar utveckling, Lärares förståelse, Gymnasieskolan, Ämnesbundna skillnader, Undervsingstraditioner, Ämnesövergripande arbetssätt, Undervsings metoder
National Category
Didactics
Research subject
Biology
Identifiers
urn:nbn:se:kau:diva-8057 (URN)978-91-7063-377-5 (ISBN)
Presentation
2011-09-30, Rejmersalen (Ericson) 9C 204, Universitetsgatan 2, 651 88 Karlstad, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2011-09-15 Created: 2011-08-15 Last updated: 2015-12-28Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Borg, CarolaGericke, NiklasHöglund, Hans-OlofBergman, Eva
By organisation
Department of Environmental and Life SciencesDepartment of Biology
In the same journal
Environmental Education Research
Other Biological TopicsDidactics

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 507 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf