Analysing teachers’ translation of sustainability using a PCK framework

Birdsall, Sally

doi:10.1080/13504622.2014.933776

Cited by 33 publications

(20 citation statements)

References 17 publications

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“…Making sense of sustainability as a construct is complex and subject to ongoing scientific debate; it can "be approached from different levels of reference, in time, space and from environmental, social and economic perspectives" (Zaman and Goschin 2010, 6). Despite this and its disciplinary pluralism, sustainability must be embedded within existing disciplines and 'translated' into diverse pedagogies of individual educators (Birdsall 2015). Accordingly, a conceptual understanding of sustainability that is both malleable enough to be fragmented and interpreted specifically within disciplines, yet coherent enough to be holistically understood across them, should facilitate embedding sustainability across business disciplinary areas such as management, accounting, marketing and finance that comprise most business school curricula.…”

Section: Introductionmentioning

confidence: 99%

Developing sustainability learning in business school curricula – productive boundary objects and participatory processes

Edwards

Brown

Benn

et al. 2019

Environmental Education Research

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Sustainability learning is holistic and complex as it draws on diverse disciplines and can be interpreted differently within individual pedagogies. Embedding sustainability across and within business schools relies on developing suitable boundary objects. These may include representations such as models, frameworks or classificatory schemes that are malleable enough to be adapted for use within the disparate disciplines and pedagogies, yet durable enough to be recognisable and to maintain consistency across them. Boundary objects thus allow the sharing of ways of knowing or practice across various social boundaries. This paper outlines how participatory curriculum development processes can enable sustainability to be embedded in a business school curriculum. Distinct phases of the process were marked by different ways of knowing, as disciplinary-specific academics developed and embedded sustainability into and across curricula. Boundary objects were both outcomes and productive facilitators of this process. They acted as catalysts and attracted ongoing processes of dialogue, debate and meaning-making between these academics. The institutional context provided enabling conditions to legitimize outcomes from the participatory process. The process may be replicable in other business schools by the use of boundary objects.

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Section: Introductionmentioning

confidence: 99%

Developing sustainability learning in business school curricula – productive boundary objects and participatory processes

Edwards

Brown

Benn

et al. 2019

Environmental Education Research

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“…The framework that most closely articulates our view of science teacher expertize as both contributory and interactional is Barnett and Hodson's () framing of Pedagogical Context Knowledge. This is a framework that has been taken up by researchers in relation to complex and emerging teacher expertizes, such as in relation to sustainability education (e.g., Birdsall, ) and when teachers’ creation of knowledge is taken seriously (e.g., Park, Suh, & Seo, ). Taking the stance that science teachers themselves are in the best position to understand, articulate, and enact their own expertize, Barnett and Hodson examined the knowledge of experienced teachers (considered expert by their peers) contributing to a curriculum development initiative, and from those contributions proposed a model that broadens the classroom‐focused nature of PCK to recognize the multiple social microworlds that teachers inhabit, such as science education research, teacher professionalism, science curriculum, and policy, and one's school and classrooms.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“We're taking their brilliant minds”: Science teacher expertize, meta‐discourse, and the challenges of teacher–scientist collaboration

Shanahan

Bechtel

2019

Science Education

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Programs that bring teachers and scientists together have continued to achieve attention as important potential contributions to science education. Often, however, those programs place teachers in the position of learner or apprentice to the scientists. This study examines a teacher-scientist partnership program (two project sites, two teachers and one scientist at each) that explicitly sought to challenge that model, bringing science teachers into science labs to share their expertize in a collaborative project. Using a framework that probes both the actors' and analysts' perspectives on expertize, this study examines whether the promise of the program's goal for mutual learning through collaboration can be met. Analysis of interviews and collaborative products focused on evidence of contributory and interactional expertize to understand if the project was able to bring together a group that was likely to be able to collaborate successfully.Metadiscourse was then probed to gain a deeper understanding of the ways in which they spoke of the expertize of their collaborators. Findings suggest that creating collaborative teams with ideal expertize matches is challenging and that collaborative efforts are complicated by the historic status of scientific and teaching expertizes especially in relation to outreach or knowledge translation projects.

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“…Deep-level processing (Marton, 1976) -covering both intention and process -is additionally an important component of motivation in teaching as well as learning (Entwistle et al, 1979;Meehan & Thomas, 2006). Through their teaching, being able to re-orient education towards sustainability, teachers are key agents with respect to bringing about change towards a sustainable world (Birdsall, 2015). Birdsall (2015) found a "diffused learning" when teaching a personal understanding of sustainability concepts among teachers.…”

Section: Transdisciplinary Approaches In Teaching and Learningmentioning

confidence: 99%

Tracing physical movement during practice-based learning through multimodal learning analytics

Healion

Russell

Cukurova

2017

Proceedings of the Seventh International Learning Analytics &Amp; Knowledge Conference

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7can be useful across numerous contexts and in the face of changing circumstances. Increasingly, also young people need to manage their own learning processes in self-directed learning, regardless of where they are physically or may move in their lifetimes. As established social structures struggle to address global challenges, people across the planet need to be able to organise themselves and to take initiatives. Keywords:Contextual Analysis, Critical Knowledge Capabilities, Deep Approaches to Learning, Deep Approaches to Teaching, Education for Sustainable Development (ESD), Environmental and Sustainabilty Education Research (ESER), Global Classrooms, Global Learning, Global Learning for Sustainable Development (GLSD), Global-Local Contexts, Phenomenography, Sustainable Development, Teaching Approaches, Transdisciplinary Teaching, Transitions. Ack gör mig värd att se i den! Ack gör mig ren!Karin Boye (ur Glömda land) 11 STUDIES INCLUDED IN THE DISSERTATIONThis thesis is based on the following studies. All articles are reprinted with permission from the copyright holders and appended to the end of the thesis. Study IAnderberg, Nordén, Birgitta, Avery, Helen & Anderberg, Elsie (2012). Learning in global settings: developing transitions for meaningmaking. Research in Comparative and International Education, 7(4), 514-529. Special Issue. Study III Study IVNordén, Birgitta. Transdisciplinary teaching for global learning of sustainable development in a whole school project. The INTRODUCTIONAwareness of global sustainability questions has increased in many parts of the world. A large number of teachers want to make a difference, and feel the urgency of the situation the planet is facing. Nevertheless, working with education for sustainable development (ESD) in practice, teachers frequently experience difficulties dealing with the multiple dimensions of sustainable development, and do not know how to educate on complex issues that stretch across and beyond school subjects. Despite the need for knowledge and research on these questions, issues of introducing a educational development processes for ESD have not been extensively researched to date. This is particularly true at upper secondary school levels. Rather than taking a whole school approach, and working with the processes of development in a sustained and continuous manner, the approach of education for sustainable development at schools has instead often been fragmented, and depended upon individual interests and the work of particularly motivated teachers.The importance of advancing the quality of ESD was early recognised by Hart & Nolan (1999). It has also been concluded that future research in ESD, as well as the particular challenges in global learning for sustainable development (GLSD), have to focus more on support to teachers Scheunpflug, 2011Scheunpflug, , 2014.This thesis takes its point of departure in experiences from the Young Masters Distance Education Programme, which started in 1999 , and a series of projects that connected to 18 this pr...

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Analysing teachers’ translation of sustainability using a PCK framework

Cited by 33 publications

References 17 publications

Developing sustainability learning in business school curricula – productive boundary objects and participatory processes

Developing sustainability learning in business school curricula – productive boundary objects and participatory processes

“We're taking their brilliant minds”: Science teacher expertize, meta‐discourse, and the challenges of teacher–scientist collaboration

Tracing physical movement during practice-based learning through multimodal learning analytics

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