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- Nordén, Birgitta, Dr. 1952-
(författare)
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Advancing Sustainability through Higher Education : Student Teachers Integrate Inner Development Goals (IDG) and Future-Oriented Methodologies
- 2024
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Ingår i: Challenges. - : MDPI. - 2078-1547. ; 15:2, s. 28-52
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Tidskriftsartikel (refereegranskat)abstract
- Methodologies for future-oriented research are mutually beneficial in highlighting differentmethodological perspectives and proposals for extending higher-education didactics toward sustainability.This study explores how different augmented-reality applications can enable new ways ofteaching and learning. It systematically investigates how student teachers (n = 18) in higher educationexperienced ongoing realities while designing learning activities for a hybrid conference and interconnectingsustainability knowings via didactic modeling and design thinking. This qualitative studyaims to develop a conceptual hybrid framework concerning the implications of student teachersincorporating design thinking and inner transition into their professional work with future-orientedmethodologies on didactic modeling for sustainability commitment. With a qualitative approach,data were collected during and after a hackathon-like workshop through student teachers’ reflections,post-workshop surveys, and observation field notes. The thematic analysis shed light on transgressivelearning and a transition in sustainability mindset through the activation of inner dimensions.Findings reinforcing sustainability commitment evolved around the following categories: beingauthentic (intra-personal competence), collaborating co-creatively (interpersonal competence), thinkinglong-term-oriented (futures-thinking competence on implementing didactics understanding),relating to creative confidence (values-thinking competence as embodied engagement), and actingbased on perseverant professional knowledge-driven change (bridging didactics) by connectingtheory-loaded empiricism and empirically loaded theory. The results highlight some of the keyfeatures of future-oriented methodologies and approaches to future-oriented methodologies, whichinclude collaboration, boundary crossing, and exploration, and show the conditions that can supportor hinder methodological development and innovation.
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| 2. |
- Nordén, Birgitta, Dr. 1952-
(författare)
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What comes through Ongoing Realities : Student Teachers´ Nuances of Emotions Reframe Powerful Sustainability Knowings
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- 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.
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