How student teachers form their educational practice in relation to sustainable development

dc.creator	Ingela Bursjöö
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:38Z
dc.date.available	2015-07-20T22:11:38Z
dc.identifier	1102-6472
dc.identifier	https://doaj.org/article/df3cd5deb8c6466e9e8316d6b0990cbc
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14556
dc.description	This study investigates experienced student teachers’ perceptions of their professional training to encompass education for sustainable development, ESD. Data were collected by using questionnaires. The findings indicate that teachers’ implementation of ESD depends on both external and internal factors. Three major external factors have been found: colleagues, time and the curriculum. The internal factors were identified as transformative phases; especially a disorienting dilemma, self-examination, exploration of options for new actions, acquisition of knowledge and skills, and integration of new action in the teaching of ESD. Tensions between the individual teacher as a professional versus the teacher as a private personare explicitly mentioned as well as tensions with other teachers, principals and the community. These results may be important to teacher education as well as teachers’ professional development as they provide insights for implementation of changes in the educational system.
dc.language	Swedish
dc.language	Danish
dc.language	Norwegian
dc.language	English
dc.publisher	Örebro University
dc.relation	http://www.oru.se/Extern/Forskning/Forskningsmiljoer/HumUS/Utbildning_och_Demokrati/Tidskriften/2011/How%20student%20teachers%20form%20their%20educational%20practice%20in%20relation%20to%20sustainable%20development.pdf
dc.relation	https://doaj.org/toc/1102-6472
dc.source	Utbildning & Demokrati : Tidsskrift för Didaktik och Utbildningspolitik, Vol 20, Iss 1, Pp 59-78 (2011)
dc.subject	education for sustainable development
dc.subject	educational change
dc.subject	transformative learning
dc.subject	external factors
dc.subject	internal factors
dc.subject	student teachers
dc.subject	disorienting dilemma
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	How student teachers form their educational practice in relation to sustainable development
dc.type	article