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Educational Content in Cross-curricular ESE Teaching and A Model to Discern Teacher’s Teaching Traditions

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  • Per Sund

    (Per Sund is a Docent in Science Education with the Department of Mathematics and Science Education, Stockholm University, Sweden and Environmental and Life Sciences, Karlstad University, Karlstad, Sweden.)

  • Niklas Gericke

    (Niklas Gericke is Professor of Science Education and Director of the SMEER (Science, Mathematics and Engineering Education Research) Research Centre at Karlstad University in Sweden, and Guest Professor at NTNU in Trondheim, Norway. E-mail: niklas.gericke@kau.se)

  • Gabriel Bladh

    (Gabriel Bladh is a Professor in Social Science Education at Karlstad University, Sweden. E-mail: gabriel.bladh@kau.se)

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.

Suggested Citation

  • Per Sund & Niklas Gericke & Gabriel Bladh, 2020. "Educational Content in Cross-curricular ESE Teaching and A Model to Discern Teacher’s Teaching Traditions," Journal of Education for Sustainable Development, , vol. 14(1), pages 78-97, March.
    • Handle: RePEc:sae:jousus:v:14:y:2020:i:1:p:78-97
    DOI: 10.1177/0973408220930706
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    References listed on IDEAS

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    1. Jelle Boeve-de Pauw & Niklas Gericke & Daniel Olsson & Teresa Berglund, 2015. "The Effectiveness of Education for Sustainable Development," Sustainability, MDPI, vol. 7(11), pages 1-25, November.
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    Cited by:

    1. Jaana Herranen & Merve Yavuzkaya & Jesper Sjöström, 2021. "Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach," Sustainability, MDPI, vol. 13(4), pages 1-15, February.
    2. M Ángeles de las Heras Pérez & Bartolomé Vázquez Bernal & Rocío Jiménez Palacios & Roque Jiménez Pérez, 2021. "Environmental Citizenship Education through the Doñana, Biodiversity and Culture Program," Sustainability, MDPI, vol. 13(5), pages 1-16, March.
    3. Per J. Sund & Niklas Gericke, 2021. "More Than Two Decades of Research on Selective Traditions in Environmental and Sustainability Education—Seven Functions of the Concept," Sustainability, MDPI, vol. 13(12), pages 1-14, June.

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