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- Cederqvist, Anne-Marie, 1970, et al.
(författare)
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Digital competence with respect to ESD for science and technology student teachers - A study of a South African and a Swedish university
- 2022
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Ingår i: Science and Technology Teacher Education in the Anthropocene Addressing Challenges in the North and South / In M. Rocksén, E. Vhurumuku, M. Svensson, E. Mushayikwa & A. Msimanga (Eds). - London : Routledge. - 9781003190158 - 9781032039978 - 9781032039947 ; , s. 170-191
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Education for sustainable development (ESD) and digital competence are important issues in education that are rarely discussed in relation to each other. This chapter presents the collaboration and exchange of experiences of science and technology teacher educators in South Africa and Sweden, on the relationship between ESD and digital competence. Both countries have recently implemented digital competence in the curriculum for compulsory school, and teacher education in both countries is facing changes in preparing future teachers to teach digital competence incorporated with sustainability issues. The chapter's aim is to analyse and compare the curricula of the two countries to establish similarities and differences that could inform the discussion on the extent the involved teacher education institutions prepare science and technology teachers for teaching digital competence with respect to ESD, and what more should be done. The findings show that the compulsory curricula have broad coverage of digital competencies, but their relation to sustainability issues is vague. Further, the involved teacher education institutions need to broaden the coverage of digital competencies and incorporate this with ESD where sustainability issues are made explicit in relation to the potential, the challenges and the consequences of digital technologies on human, society and the environment.
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| 3. |
- Singh, Suresh Kamar, et al.
(författare)
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Science and technology teacher education in South Africa and Sweden : A comparison of linked policies and curricula
- 2022. - 1
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Ingår i: Science and Technology Teacher Education in the Anthropocene. - London : Taylor & Francis. - 9781000587326 - 9781032039947 ; , s. 33-54
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Sustainable living implies protecting our natural resources without compromising the needs of the next generations. Education has the power to transform humans’ perspectives and behaviour, which in turn, inculcates sustainable practices in all aspects of their lives. The United Nations (UN) called for education for sustainable development (ESD) as a global initiative towards transforming education for sustainability. This initiative catalysed this comparative study on teacher education policy and linked curricula between South Africa and Sweden. The major focus of this study is to compare policies and curricula in science and technology teacher education in South Africa and Sweden. The study illuminates and explores the status quo regarding ESD in the participating universities in South Africa and Sweden. Aspects of sustainability are investigated through document analysis of: the legislative teacher education policies; school science and technology curricula; and sampled modules for relevant institutional science and technology teacher education curricula. University subject experts conducted the analysis of policy documents and university curricula, using an agreed analytic tool. The data analysis reveals similarities and differences in policies and curricula with regard to ESD. The study recommends a rethink and reform of the content and methodology modules offered to initial teacher education students.
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