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Some Sustainability Pathways in Sweden

  • Ingela BursjooEmail author
Part of the ASTE Series in Science Education book series (ASTE)

Abstract

Education for sustainable development (ESD) should since 1994 be included in all subjects in compulsory school in Sweden. It is seen as an important assignment in the national curriculum, but not yet fully implemented. This six year longitudinal interview study focuses on how nine science teachers describe changes in their educational practice related to ESD. The ideas of transformative learning and professional capital elucidate the change processes and contribute to an understanding of how the teachers develop approach ESD. Four different pathways describing teachers’ reflections on teaching sustainability issues are constructed and elaborated in the study. One important conclusion is that dilemmas and complexity perceived by the teachers are found to increase during that time, whereas opportunities for informed decisions and interdisciplinary collaboration, vital parts of teachers’ professional capital, are found to decrease. The findings indicate that integrating sustainability issues in science education challenges the educational system.

Keywords

Sustainable Development Science Education Science Teacher Teaching Practice Educational Practice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.University of GothenburgGothenburgSweden

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