Socialization Content in Schools and Education for Sustainable Development--II. A Study of Students' Apprehension of Teachers' Companion Meanings in ESD

Autor/inn/en	Sund, Per; Wickman, Per-Olof
Titel	Socialization Content in Schools and Education for Sustainable Development--II. A Study of Students' Apprehension of Teachers' Companion Meanings in ESD
Quelle	In: Environmental Education Research, 17 (2011) 5, S.625-649 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2011.572157
Schlagwörter	Socialization; Environmental Education; Sustainable Development; Teaching Methods; Student Attitudes; Secondary School Teachers; Interviews; Comparative Analysis; Late Adolescents; Foreign Countries; Conservation (Environment); Secondary School Students; Grounded Theory; Sweden + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Interviewing; Interviewtechnik; Halbstarker; Ausland; Conservation; Environment; Konservierung; Bewahung; Umwelt; Sekundarschüler; Schweden
Abstract	Subject content is always studied within an educational context. This context is constituted by the socialization content, which can be regarded as an educational content beyond the subject content. This is the third article of three studies (this article; Sund and Wickman 2011; Sund 2008) that together form a triangulation of possible socialization content of environmental education. A common purpose for these three combined studies is to embrace and visualize the important value-laden content, which is often forgotten in discussions about the development of education for sustainable development. It is not sufficient to merely integrate more subject content matter--it may also be necessary to adapt to a changed teaching approach, which also develops content in the teaching process. Teachers' changed approaches convey qualitatively different clusters of "meta-messages" to students. The first study from authors in 2008 developed an analytical tool consisting of five important "educational aspects" and the second, also published in "Environmental Education Research" used the aspects to study teachers' socialization content expressed in the interviews. The present study examines whether the qualitative differences in upper secondary teachers' communicated socialization content in three selective traditions are apprehended by their students. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10