This unique book compares anthropogenic challenges in science and technology teacher education between the southern context of South Africa and the northern context of Sweden.
This unique book compares anthropogenic challenges in science and technology teacher education between the northern and southern contexts of Sweden and South Africa, respectively.
Presenting the results of a three-year research collaboration between science and technology teacher education researchers from South Africa and Sweden, the book explores theoretical perspectives and pedagogical experiences in response to challenges in the Anthropocene. It discusses research-informed practice in teacher education to address sustainable development. Chapters in the book collectively investigate the influence of current environmental and societal changes on the education of teachers, answering the question of how science and technology teacher education can adjust to current changes in the world and prepare new teachers for work in their future profession. Touching on issues such as climate change, global warming and pandemic diseases, the book uses a comparative approach and explores opportunities and possibilities for fulfilling the goals of science and technology education for sustainable development.
The book offers recommendations and opportunities to implement sustainability issues and develop sustainable teaching strategies. It will be a key reading for researchers, academics and post-graduate students in the fields of teacher education, science and technology education, sustainability education and comparative education.
Introduction to the book Part I: Theoretical Perspectives, Policies and
Curricula in Science and Technology Teacher Education
1. Sustainability and
science and technology teacher education: A review of the literature
2.
Science and technology teacher education in South Africa and Sweden: A
comparison of linked policies and curricula
3. (Re)thinking teacher education
in the Anthropocene: Perspectives from South Africa and Sweden 4. Linguistic
opportunities and challenges of teaching science for sustainability in
multilingual contexts Part II: Experiences and Pedagogical Practices in
Science and Technology Teacher Education
5. Application of the design process
in the light of the Anthropocene: A conceptual study
6. Discussing
pedagogical content knowledge and ESD for science teaching: Bridging theory
and practice in the Anthropocene 7. Exploring a South African and Swedish
teacher-education programme of Biology teachers for ESD: A comparative study
8. Culturally embodied learning as instructional practices in science
education: Different contexts and different meanings 9. Digital competence
with respect to ESD for science and technology student teachers: A study of a
South African and a Swedish university
10. Science and technology teacher
education in a global world: Concluding remarks
Miranda Rocksén is Senior Lecturer at the Unit for Subject Matter Education with specialisation in Science and Technology Education, Department of Pedagogical, Curricular and Professional Studies, at the University of Gothenburg, Sweden.
Elaosi Vhurumuku is Associate Professor of Science Education and Chemistry Education specialist in the Division of Science Education, Wits School of Education, University of Witwatersrand, South Africa.
Maria Svensson is Associate Professor at the Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden.
Emmanuel Mushayikwa is Senior Lecturer in the Division of Science Education, Wits School of Education, University of Witwatersrand, South Africa.
Audrey Msimanga was Professor and Head of Wits School of Education, University of Witwatersrand, South Africa.
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