Sund Per (2015). Â« Experienced ESD-schoolteachersâ€™ teaching â€“ an issue of complexity Â». Environmental Education Research, vol. 21, nÂ° 1, janvier, p. 24–44. ISSN 1350-4622. En ligne : <http://dx.doi.org/10.1080/13504622.2013.862614>.
Added by: Catherine Reverdy (27 Mar 2015 12:01:42 Europe/Paris) Last edited by: Catherine Reverdy (27 Mar 2015 13:38:00 Europe/Paris)
|Resource type: Journal Article
ID no. (ISBN etc.): 1350-4622
BibTeX citation key: Sund2015
Keywords: EEDD, enseignement secondaire, pratique pÃ©dagogique
Collection: Environmental Education Research
Views index: 18%
Popularity index: 4.5%
|URLs http://dx.doi.org/ ... 504622.2013.862614|
In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary school teachersâ€™ education for sustainable development (ESD) in award-winning â€˜ESD-schoolsâ€™ supports students to become informed and autonomous democratic citizens by appreciating the complexity of the concept of SD. This empirical study is part of a larger research project studying progressive upper secondary schools and is a development of earlier research on teachersâ€™ starting points for long-term purposes beyond the teaching â€“ which we have termed objects of responsibility. In interviews of five teachers from two schools, experienced in ESD issues and working in teacher teams, an interesting commonality in their arguments for teaching sustainability emerged during the analytical process. The implications of the studyâ€™s results are important for EE/ESD research into teaching continuity as well as for teachers in practice.