Science Teacher Education for Sustainable Development: A Case Study of a Residential Field Course in a Norwegian Pre-Service Teacher Education Programme
Overview & Synopsis
In this paper, we explore how a Norwegian teacher education institution promotes education for sustainable development (ESD) through a residential field course. The residential field course was located in a mountain area and data were collected through participant observation. The data included--together with instructional artefacts--evaluation schemes and assignments written by the student teachers, and the analysis was based on categories for science ESD. Through exemplary teaching experiences in an outdoor environment and pupil-active teaching methods, such as inquiry learning and phenomenon-based teaching, the student teachers gained experience in outdoor education and of stepping into the unknown in a safe learning environment. This was further connected to ESD pedagogy.
eric.ed.gov)
Document Information
| Document Title | Science Teacher Education for Sustainable Development: A Case Study of a Residential Field Course in a Norwegian Pre-Service Teacher Education Programme |
|---|---|
| Author / Organization | Jegstad, Kirsti Marie, Gjøtterud, Sigrid Marie, Sinnes, Astrid Tonette |
| Subject & Discipline | Science Teachers, Teacher Education, Sustainable Development |
| Categories | Education & Pedagogy |
| Publication Year | 2018 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-174519 |
| Original Source Link | Visit Source Page on eric.ed.gov » |