Science teacher education for sustainable development: a case study of a residential field course in a Norwegian pre-service teacher education programme |
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| Authors: | Kirsti Marie Jegstad Sigrid Marie Gjøtterud Astrid Tonette Sinnes |
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| Institution: | 1. Department of Mathematical Sciences and Technology, Norwegian University of Life Sciences, ?s, Norwaykirsti.jegstad@nmbu.no kirsti-marie.jegstad@hioa.no;3. Department of Mathematical Sciences and Technology, Norwegian University of Life Sciences, ?s, Norway |
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| Abstract: | 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. |
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| Keywords: | Outdoor education education for sustainable development teacher education science education |
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