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Capturing Pedagogical Design Capacity of STEM Teacher Candidates: Education for Sustainable Development through Socioscientific Issues

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  • Tuba Stouthart

    (Department of Applied Physics and Science Education, Eindhoven University of Technology, 5600 MB Eindhoven, The Netherlands)

  • Dury Bayram

    (Department of Applied Physics and Science Education, Eindhoven University of Technology, 5600 MB Eindhoven, The Netherlands)

  • Jan van der Veen

    (Department of Applied Physics and Science Education, Eindhoven University of Technology, 5600 MB Eindhoven, The Netherlands)

Abstract

Even though the urge to transform educational practices towards sustainability has been widely recognized, teachers struggle with implementing socioscientific issues (SSI) such as climate change and loss of biodiversity into their lessons. While the research on SSI grows, the literature remains limited in terms of (i) the use of SSI in facilitating education for sustainable development (ESD), and (ii) teachers’ professional learning of SSI-based instruction as a means towards ESD. In this empirical study, we aimed at characterizing five STEM pre-service teachers’ pedagogical design capacity (PDC) by focusing on what resources they use and how they interact with these resources to design SSI-based instruction to teach about the sustainable development goals (SDGs). For this qualitative study, the data were collected through field notes, reflection reports, and semi-structured interviews. Our results reveal that pre-service teachers referred to teacher resources the most, followed by collaborative resources , and instructional resources during their design. Even though their use of resources shows strong connections between SSI and their pedagogical content knowledge, preservice teachers’ consideration regarding assessment remains inadequate. Furthermore, our study shows that professional development sessions have the potential to foster pre-service teachers’ use of PDC resources to address ESD.

Suggested Citation

  • Tuba Stouthart & Dury Bayram & Jan van der Veen, 2023. "Capturing Pedagogical Design Capacity of STEM Teacher Candidates: Education for Sustainable Development through Socioscientific Issues," Sustainability, MDPI, vol. 15(14), pages 1-26, July.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:14:p:11055-:d:1194410
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    References listed on IDEAS

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    1. Michiel van Harskamp & Marie-Christine P. J. Knippels & Wouter R. van Joolingen, 2021. "Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands," Sustainability, MDPI, vol. 13(14), pages 1-22, July.
    2. Youmen Chaaban & Xiangyun Du & Adrian Lundberg & Abdullah Abu-Tineh, 2023. "Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research," Sustainability, MDPI, vol. 15(3), pages 1-18, January.
    3. Julia Stössel & Rebecca Baumann & Elisabeth Wegner, 2021. "Predictors of Student Teachers’ ESD Implementation Intention and Their Implications for Improving Teacher Education," Sustainability, MDPI, vol. 13(16), pages 1-25, August.
    4. Eva-Maria Waltner & Katja Scharenberg & Christian Hörsch & Werner Rieß, 2020. "What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class," Sustainability, MDPI, vol. 12(4), pages 1-15, February.
    5. Maria Paristiowati & Yuli Rahmawati & Ella Fitriani & Justinus A. Satrio & Nur Azizah Putri Hasibuan, 2022. "Developing Preservice Chemistry Teachers’ Engagement with Sustainability Education through an Online Project-Based Learning Summer Course Program," Sustainability, MDPI, vol. 14(3), pages 1-18, February.
    6. Maria Magdalena Isac & Wanda Sass & Jelle Boeve-de Pauw & Sven De Maeyer & Wouter Schelfhout & Peter Van Petegem & Ellen Claes, 2022. "Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning," Sustainability, MDPI, vol. 14(2), pages 1-17, January.
    7. Eliyawati & Ari Widodo & Ida Kaniawati & Hiroki Fujii, 2023. "The Development and Validation of an Instrument for Assessing Science Teacher Competency to Teach ESD," Sustainability, MDPI, vol. 15(4), pages 1-14, February.
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    Cited by:

    1. Barbara Predan & Petra Černe Oven, 2023. "Developing a Pedagogical Approach with the Aim of Empowering Educators and Students to Address Emerging Global Issues such as Climate Change and Social Justice: A Case Study," Sustainability, MDPI, vol. 15(24), pages 1-22, December.

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