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(Re)thinking teache...
(Re)thinking teacher education in the Anthropocene. Perspectives from South Africa and Sweden
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- Weldemariam, Kassahun, 1981 (author)
- Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies
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- Christenson, Nina, 1975- (author)
- Karlstads universitet,Institutionen för geografi, medier och kommunikation (from 2013)
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- Thorén Williams, Alexina (author)
- Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies
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Mushayikwa, Emmanuel (author)
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- Kamar Singh, Suresh (author)
- University of Limpopo, ZAF
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(creator_code:org_t)
- New York : Routledge, 2022
- 2022
- English.
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In: Science and Technology Teacher Education in the Anthropocene. - New York : Routledge. - 9781032039947 ; , s. 55-73, s. 55-73
- Related links:
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https://gup.ub.gu.se...
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https://doi.org/10.4...
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https://urn.kb.se/re...
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Abstract
Subject headings
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- This study is a critical inquiry on how teacher education programmes respond to the contemporary Anthropocene era and associated challenges. Theoretically, the study is framed within critical inquiry framework. Data is generated through comparative analysis of four teacher education programmes in South Africa and Sweden: University of Gothenburg, Karlstad University, University of the Witwatersrand and University of Limpopo. The analysis is anchored around these four aspects: essence of the programme, views of knowledge, goals and learning outcomes and core competence emphasised. Although there are some varieties, findings indicate that across the four programmes, there is an emphasis on: mastery of content, subject specialisation, theoretical knowledge, teaching methods/didactical competence, assessment and leadership competence. While these knowledge and skill areas remain vital, we argue that there is an inevitable need to challenge and even demystify education at large, and teacher education in particular, in today's precarious Anthropocene era. Given impending catastrophe, we argue that it is high time for teacher education to pose and address these existential questions pertaining to Anthropocene and prepare teacher trainees accordingly.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- NATURVETENSKAP -- Annan naturvetenskap (hsv//swe)
- NATURAL SCIENCES -- Other Natural Sciences (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
- HUMANIORA -- Filosofi, etik och religion -- Etik (hsv//swe)
- HUMANITIES -- Philosophy, Ethics and Religion -- Ethics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Keyword
- Jämförande pedagogik
- Lärare
- Naturvetenskap
- Teknikundervisning
- Comparative education
- Science teachers Training of
- Technical education teachers Training of
- Science Study and teaching Sweden Case studies
- Science Study and teaching South Africa Case studies
- Technology Study and teaching Sweden Case studies
- Technology Study and teaching South Africa Case studies
- Science
- Technical education
- Teachers
- Comparative education
- Sverige
- Sydafrika
- Geography
Publication and Content Type
- ref (subject category)
- kap (subject category)
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