Science teacher education for sustainable development: a case study of a residential field course in a Norwegian pre-service teacher education programme

Jegstad, Kirsti Marie; Gjøtterud, Sigrid; Sinnes, Astrid Tonette

doi:10.1080/14729679.2017.1374192

Cited by 11 publications

(13 citation statements)

References 27 publications

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“…The participating teachers were unaware of how knowledge about nature and the experience of being in the natural environment could contribute to students' care for nature (Sandell & Öhman, 2010). The teachers also did not recognise that closeness to nature could engage students in SD (Jegstad et al, 2018;Lugg, 2007;Paulus, 2016;Prince, 2017) and how useful it would be for deeper learning (Stuckey et al, 2013). Although the participating teachers brought their students outdoors, offering the latter various and practical experiences for learning (Fägerstam & Blom, 2013;Gardner, 1991), the connection of SD to their outdoor teaching was not found to a large degree.…”

Section: Discussionmentioning

confidence: 99%

“…Several researchers have discussed the benefits of outdoor learning for students' learning from the perspectives of Dewey's experiential learning and transformative experiences (Jegstad et al, 2018;Wong & Pugh, 2001). Promoting SD through outdoor education can also be linked to inquiry-based learning (Burmeister et al, 2012;Dillon, 2012;Norwegian Directorate for Education and Training, 2019).…”

Section: Promoting Sd Through Outdoor Educationmentioning

confidence: 99%

“…Additionally, it has already been revealed that fieldwork offers substantial evidence for learners to develop their knowledge and skills in ways that add value to their everyday experiences and learning in the classroom (Dillon et al, 2006;Lock, 2010). Besides, outdoor education has been recognised for its contribution to sustainable development (SD) (Ampuero, Miranda, Delgado, Goyen, & Weaver, 2015;Jegstad, Gjøtterud, & Sinnes, 2018;Paulus, 2016;Prince, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…However, in addition to the impact of teachers' epistemological beliefs on their teaching (Hashweh, 1996), research has shown that teachers' experiences and attitudes (Burmeister, Rauch, & Eilks, 2012;Fägerstam, 2014) play a critical role in their engagement in the outdoor environment in their teaching practice. Studies show that pre-service teachers' positive experiences of the outdoors relate to their engagement in outdoor teaching in their future teaching practice (Blatt & Patrick, 2014;Vadala, Bixler, & James, 2007), which brings to the fore the urgent need to embed outdoor education in teacher education today (Jegstad et al, 2018). Based on the importance of the teachers' role, outdoor education for children's development and the goal of SD, our aim in this study is to explore whether 5th-10th-grade inservice teachers are able to link their outdoor teaching in the natural environment to sustainability.…”

Section: Introductionmentioning

confidence: 99%

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5th–10th-grade in-service teachers’ pedagogical content knowledge (PCK) for sustainable development in outdoor environment

Aksland¹,

Rundgren

2019

Journal of Adventure Education and Outdoor Learning

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Teachers' experiences and attitudes play a critical role in outdoor education. In this study, we aim to explore how 5th-10th-grade (10-15 years-old students) teachers use the natural environment in their teaching practices, with special attention to the link to sustainable development (SD). In total, 42 in-service teachers were invited to participate in the study. The data collection was based on the participating teachers' individual written texts concerning their previous outdoor teaching practices, the link to SD and the related assessments. Based on content analysis, three main themes emerged from the data, including (1) teaching biology/ecology concepts, (2) exploring visible pollution and (3) applying a context-and inquiry-based approach. However, we found that outdoor teaching was scarcely linked to SD. The research results' implications for outdoor education and teachers' professional development are discussed in this paper.

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Section: Discussionmentioning

confidence: 99%

Section: Promoting Sd Through Outdoor Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

5th–10th-grade in-service teachers’ pedagogical content knowledge (PCK) for sustainable development in outdoor environment

Aksland¹,

Rundgren

2019

Journal of Adventure Education and Outdoor Learning

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“…Emphasis was also placed on the role of nature in the specialist literature that deals with the conditions that are assumed to be ideal for children to grow up in, as well as in educational and didactic literature ( Skår & Krogh, 2009;Frøyland, 2010;Henderson & Vikander, 2007;Jegstad, Gjøtterud, & Sinnes, 2017). Jegstad, Gjøtterud and Sinnes, (2017) claimed that:…”

Section: Discourse On the Good Norwegian Childhoodmentioning

confidence: 99%

Letter writing, an alternative approach in teacher education

Jónsdóttir¹,

Dyrnes

2019

NJCIE

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Instead of telling prospective teachers who they should be, we asked them: “Who are you?” We used a narrative approach to explore their own perspectives. The students were invited to share their thoughts and experiences in letter format. This letter-writing assignment was part of a course on intercultural school practices. We viewed the students’ narratives in light of J. P. Gee’s distinction between discourse with lowercase “d” and Discourse with a capital “D.” The students cited their families as being their most important formative factor, facilitating a safe and active childhood. Emphasis was also placed on where they grew up, with nature a mere “all-weather boot” step away, and where bicycle locks were unnecessary.

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