Educational Content in Cross-Curricular ESE Teaching and a Model to Discern Teachers' Teaching Traditions

Autor/inn/en	Sund, Per; Gericke, Niklas; Bladh, Gabriel
Titel	Educational Content in Cross-Curricular ESE Teaching and a Model to Discern Teachers' Teaching Traditions
Quelle	In: Journal of Education for Sustainable Development, 14 (2020) 1, S.78-97 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-4082
DOI	10.1177/0973408220930706
Schlagwörter	Environmental Education; Interdisciplinary Approach; Teaching Methods; Sustainable Development; Course Content; Team Teaching; Teacher Collaboration; Foreign Countries; Science Instruction; Social Studies; Secondary School Teachers; Swedish; Language Teachers; Second Language Learning; Second Language Instruction; Teacher Attitudes; Reflection; Science Teachers; Sweden + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltige Entwicklung; Kursprogramm; Teamteaching; Lehrerkooperation; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Schwedisch; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schweden
Abstract	According to the curricula in various countries, teachers in the subject areas of science, social science and language are often expected to collaborate on cross-curricular issues such as sustainable development (SD) in the 9-year compulsory school. This study is based in Sweden and investigates teachers' teaching traditions. The overall aim of this study is to understand what educational content teacher teams can offer students through cross-curricular collaborations. The specific aim in Part 1 of this article is to discern the distribution of teachers' teaching traditions from different subject areas. Part 2 offers a reflection tool for teachers and teacher teams to discern teaching traditions. The results show that teachers from different subject areas stress different yet complimentary aspects of environmental and sustainability (ESE) teaching. A fair distribution of teaching traditions in a teacher team will offer students better learning opportunities to develop and enhance their action competence for sustainable development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01