Teachers’ Reflection Initiating Teaching of Global Learning for Sustainable Development

• In Event: Roundtable Session 100
  In Roundtable Session: Teacher and Teacher Education Research in Environmental Education 2

Abstract

Though, the process of learning towards sustainability in global–local settings repeatedly is proclaimed as urgent, literature review shows that rhetoric still dominates. Continuity in the didactic implementation steps of teaching global learning for sustainable development (GLSD) is rare. Innovation, systemic change and a follow up of subsequent educational development steps identifying the challenges are needed. Through a phenomenographic approach with semi-structured interview questions, teachers’ thoughts about the introduction of extended transdisciplinary GLSD content, are analysed. Within a longitudinal study, 12 teachers at a highschool reflect on concrete practices focusing critical aspects experienced. The findings concern the role of awareness raising dialogues, various subject matter expertise, a learner perspective, and critical knowledge capabilities related to collaborative knowledge formation of GLSD.

Author

• Birgitta Sonja Marit Nordén, Malmö University