Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

Rahm, Jrène; Gorges, Anna

doi:10.1007/s11422-017-9822-4

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…Key competencies to enact sustainability changes (Wiek et al , 2011) offer a framing mechanism that could be termed a competence-focused view of an education or professional field. Other approaches have also been expressed in sustainability education research, such as those that focus on the educational content and intended learning outcomes (O’Byrne et al , 2015; Ofei-Manu and Didham, 2018) or the pedagogy and teaching (Rahm and Gorges, 2018; Lozano et al , 2019) and some on the border between graduation and professional work, though from the competencies – or capabilities – perspective (Thomas et al , 2013; Willard et al , 2010).…”

Section: Introductionmentioning

confidence: 99%

Educated professionals of sustainability and the dimensions of practices

Salovaara

Soini

2021

IJSHE

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Purpose The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have completed university education geared to the development of sustainability change-makers. Design/methodology/approach The research scope was initially on examining professional practices following the boundary work theory. Social practice theory was used as a methodological approach in conducting and analysing thematic interviews with 19 sustainability-focused master’s programme alumni. The interviews were analysed against the theoretical framework while also noting findings that fell outside of this framework. Findings A framework for understanding materials, competences and meanings of practices connected to the professional field of sustainability was introduced. The framework suggests that in the practices of sustainability-educated professionals, meanings emerge as a top priority and are conveyed using position-based materials and various complexes of competency. Research limitations/implications The authors suggest that boundary theory informs well the emergence of the professional field of sustainability, and the utilisation of a practice theory furthers the understanding of sustainability professionalism and its education. Practical implications The authors’ suggest that practice theory could thus provide deeper insights on how sustainability science alumni use their education after graduation, how they practice their profession and in return offer applicable reflections to sustainability education. Originality/value Research using practice theory in reflection on sustainability education and the professional practice of sustainability has not been widely conducted and in the authors’ opinion brings value to the education and practice of sustainability and to the research of sustainability education.

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Section: Introductionmentioning

confidence: 99%

Educated professionals of sustainability and the dimensions of practices

Salovaara

Soini

2021

IJSHE

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“…Teachers should be the first to realize both the importance of the topic and of new and diverse teaching methods if they want to include sustainability in their classrooms efficiently. This means that educators should be able to grasp the comprehensive nature of sustainability (Rahm & Gorges, 2018), at the same time appreciating the necessity to teach in ways that go beyond information transfer and having the students sitting down and listening (Clarke et al, 2014). Only when teachers are familiar with innovative pedagogies, they can recognize their value and implement them in schools.…”

Section: The Role Of Teachersmentioning

confidence: 99%

Sustainability in formal Education: ways to integrate it now

Gras-Velázquez¹,

Fronza²

2020

IUL Research

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Sustainability emerged as a way to address global challenges “without leaving anyone behind”. Nevertheless, sustainability is hard to implement. At the individual level, education can help, as recognised at the international level. This paper looks at sustainability for education, and vice versa to decipher why the two benefit from each other. Education fosters literacy, forming the citizens of tomorrow: it can thus support sustainability, promoting a positive understanding of nature among students. Thanks to its interdisciplinary nature, sustainability can foster collaboration among different subjects and offer new practices helping education to prepare students for a complex future. This interplay can exist without intervening in the national curricula, by focussing on student-centred pedagogies, and the role of teachers. Three projects show how, through learning scenarios, massive online open courses and competitions, teachers can support sustainability education. Hence, this paper shows that the integration of sustainability in education is recommendable and achievable.

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Whose subject is it anyway? Negotiating disciplinary tensions in designing open-ended ecological pedagogies through an urban terrace farm

Dutta

2022

Environmental Education Research

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Educating science teachers for sustainability: questions, contradictions and possibilities for rethinking learning and pedagogy

Cited by 5 publications

References 16 publications

Educated professionals of sustainability and the dimensions of practices

Educated professionals of sustainability and the dimensions of practices

Sustainability in formal Education: ways to integrate it now

Whose subject is it anyway? Negotiating disciplinary tensions in designing open-ended ecological pedagogies through an urban terrace farm

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