학술논문

Critical eco-reflexive approaches: A case study of “Teaching for sustainability” towards SDG 4.7 transition via a whole school approach perspective in higher education
Document Type
Author
Source
link.springer.com/content/pdf//--6.pdf Whole School Approaches to Sustainability Sustainable Development Goals Series. :275-290
Subject
Anthropocene challenges
critical reflexive consciousness
eco-reflexive Bildung
HESD
international student teachers
reflexive methodologies for transformative teaching
Whole School Approach
WSA in higher education
Whole Institution Approach (WIA)
Sustainable studies
Hållbarhetsstudier
Naturvetenskapernas didaktik
Science education
Barn- och ungdomsvetenskap
Child and youth studies
Language
English
Abstract
Rarely conducted in teacher training and professional development programmes, this case studyfocuses on achievable co-determining indicators of progress and on reflexive methodologiesfor transformative teaching towards sustainability as an essential component of learning-basedchange and innovation. It aims to examine how heterogenous groups of international teachereducation students experience their learning process in the context of a student-led nontraditional inquiry-based learning assessment. With a critical eco-reflexive approach assistedby participatory action research, the students analyse and describe their interpretation of criticalconsciousness, critical literacy (content), and critical agency (mode) involved in sustainabilityeducation. They also reflect upon the standards of their upcoming profession. The findingsindicate that the current teacher education ought to be revised didactically towards a WholeInstitution Approach. The context of our global challenges requires a holistic approach to HESD-based teacher education embedded in integrative worldview perspectives, pluralism, andsustainability awareness.