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Teaching for Action Competence

Author

Listed:
  • Maria Hedefalk
  • Jonas Almqvist
  • Malena Lidar

Abstract

The focus of this article is to explore preschool children’s possibilities to learn to act for sustainable development. The purpose is to describe and analyze which actions are privileged when children participate in preschool activities. Analyses of video recordings of everyday preschool activities show how children experience activities where they critically discuss and make value judgments about actions. The results of the analyses also show how different actions become relevant in different practices. Furthermore, comparisons are made between the preschool practices and three teaching principles within education for sustainable development (ESD). In ESD, action competence is the ability to critically make value judgments about different alternative ways to act for a sustainable future. The result shows how children make value judgments in situations where facts are not sufficient for solving a problem.

Suggested Citation

  • Maria Hedefalk & Jonas Almqvist & Malena Lidar, 2014. "Teaching for Action Competence," SAGE Open, , vol. 4(3), pages 21582440145, July.
    • Handle: RePEc:sae:sagope:v:4:y:2014:i:3:p:2158244014543785
    DOI: 10.1177/2158244014543785
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    Cited by:

    1. Jonas Almqvist & Jane Meckbach & Marie Öhman & Mikael Quennerstedt, 2016. "How Wii Teach Physical Education and Health," SAGE Open, , vol. 6(4), pages 21582440166, December.
    2. Gugssa, Mulugeta Awayehu, 2023. "Characterizing environmental education practices in Ethiopian primary schools," International Journal of Educational Development, Elsevier, vol. 102(C).
    3. Farhana Borg & Niklas Gericke, 2021. "Local and Global Aspects: Teaching Social Sustainability in Swedish Preschools," Sustainability, MDPI, vol. 13(7), pages 1-17, March.

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