What comes through Ongoing Realities : Student Teachers´ Nuances of Emotions Reframe Powerful Sustainability Knowings

• Research topic/aim:The key strands of the new UNECE strategy (2022) empower vital ESD initiatives and virtually extended, reality-based education. Difficulties in meeting physically have led to the need for hybrid meeting places and mixed learning beyond classrooms. One challenge is to synchronize those who are physically on site with virtually connected conference participants in different time zones.The purpose of this study is to investigate what happens when student teachers are offered innovative tools to transform and design hybrid learning spaces for an international sustainability focused network of upper secondary school youth and subject teachers.Theoretical framework:“Didaktik models” and modelling for the teacher profession and teacher training by Lunde and Sjöström (2021) emphasized usefulness in future professional practice (the teachers’ own and student teachers’) as an important starting point in sustainability education. Accordingly, there is a need to emphasize the (subject) didactic models, which can be interpreted as "(subject) didactics theory-based professional support" in this study.Methodological design:To arrive at the findings of this study, the empirical analysis of the students´ reflections, the questionnaires and the observations were used. These were jointly analysed to consider the participants (n=19) i.e., the student teachers’ opinions and requests concerning decisions to take commonly. Thereby, the action cycle processes resulted in a recognition of how to guide and conduct upcoming steps to optimise the conditions for the students to solve their case by a deep approach of learning. This was achieved by applying innovative methodologies focusing on ongoing, extended, and augmented realities, involving the participatory action research (Kemmis, 2009), supporting the development of hybrid sustainability teaching. By advancing the investigation and analyses of eXtended realities (XR) within the data gathered, added insights and new opportunities to visulize ongoing realities (Nordén, 2023).Expected conclusions/findings:The results show that student teachers struggle with the concept of combining their didactic capability, in the teaching role they already identified and hold, with a more innovative, entrepreneurial design role. The study concludes that subject didactics and didactic modelling are necessary requirements within a design thinking framework to enable teacher students to deliver a substantive quality of powerful sustainability knowings by implementing an augmented learning reality in hybrid contexts.Relevance to Nordic educational research:The study has examined challenges in connecting didactic models and design thinking for educational development in the field of teaching and learning for sustainability in a Nordic perspective. It thereby contributes to wider Nordic educational research on the integration of digital tools into the curriculum both in upper secondary school, teacher education and tertiary contexts. By exploring the role of technology enhanced learning, it highlights both potentials and barriers to enhance student-developed hybridity through increased contextualisation of ongoing realities. The methods applied can also be useful for Nordic student teachers in their future professional role. Some of the key features required, including creativity, and collaborative boundary-crossing explorative approaches, may support exchange of outlined methodological development and innovation relevant to educational research in the Nordic countries.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

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