TY - JOUR
T1 - The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education
AU - Rasmussen, Klaus
PY - 2017
Y1 - 2017
N2 - This paper takes an institutional perspective on the topic of sustainability in order to analyse how this ‘idea’ enters science teacher education through an interdisciplinary approach. It shows how the development and implementation of a course for Danish pre-service teachers was conditioned and constrained by a complex web of interactions in and among the teaching disciplines of biology, geography and physics/chemistry and among the institutions of school, teacher college and university. The data collected are used to identify influences among the disciplines as well as disciplinary differences, conceptualised through a new reference model that separates the analysis from the usual sustainability dimensions. The findings reveal how sustainability as a teaching topic can be a unifying idea in an interdisciplinary setting. Disciplinary differences evidently impact course planning and implementation significantly, but not exclusively. By elaborating on the interactions between these circumstances, the paper provides insight into the processes of developing interdisciplinary teacher education.
AB - This paper takes an institutional perspective on the topic of sustainability in order to analyse how this ‘idea’ enters science teacher education through an interdisciplinary approach. It shows how the development and implementation of a course for Danish pre-service teachers was conditioned and constrained by a complex web of interactions in and among the teaching disciplines of biology, geography and physics/chemistry and among the institutions of school, teacher college and university. The data collected are used to identify influences among the disciplines as well as disciplinary differences, conceptualised through a new reference model that separates the analysis from the usual sustainability dimensions. The findings reveal how sustainability as a teaching topic can be a unifying idea in an interdisciplinary setting. Disciplinary differences evidently impact course planning and implementation significantly, but not exclusively. By elaborating on the interactions between these circumstances, the paper provides insight into the processes of developing interdisciplinary teacher education.
KW - didactic transposition
KW - institutional perspective
KW - science education
KW - Sustainability
U2 - 10.1080/13504622.2016.1182625
DO - 10.1080/13504622.2016.1182625
M3 - Journal article
AN - SCOPUS:84966701543
SN - 1469-5871
VL - 23
SP - 348
EP - 364
JO - Environmental Education Research
JF - Environmental Education Research
IS - 3
ER -