The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education

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The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education. / Rasmussen, Klaus.

In: Environmental Education Research, Vol. 23, No. 3, 2017, p. 348-364.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Rasmussen, K 2017, 'The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education', Environmental Education Research, vol. 23, no. 3, pp. 348-364. https://doi.org/10.1080/13504622.2016.1182625

APA

Rasmussen, K. (2017). The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education. Environmental Education Research, 23(3), 348-364. https://doi.org/10.1080/13504622.2016.1182625

Vancouver

Rasmussen K. The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education. Environmental Education Research. 2017;23(3):348-364. https://doi.org/10.1080/13504622.2016.1182625

Author

Rasmussen, Klaus. / The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education. In: Environmental Education Research. 2017 ; Vol. 23, No. 3. pp. 348-364.

Bibtex

@article{02314878c902476a930e51343349018f,
title = "The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education",
abstract = "This paper takes an institutional perspective on the topic of sustainability in order to analyse how this {\textquoteleft}idea{\textquoteright} enters science teacher education through an interdisciplinary approach. It shows how the development and implementation of a course for Danish pre-service teachers was conditioned and constrained by a complex web of interactions in and among the teaching disciplines of biology, geography and physics/chemistry and among the institutions of school, teacher college and university. The data collected are used to identify influences among the disciplines as well as disciplinary differences, conceptualised through a new reference model that separates the analysis from the usual sustainability dimensions. The findings reveal how sustainability as a teaching topic can be a unifying idea in an interdisciplinary setting. Disciplinary differences evidently impact course planning and implementation significantly, but not exclusively. By elaborating on the interactions between these circumstances, the paper provides insight into the processes of developing interdisciplinary teacher education.",
keywords = "didactic transposition, institutional perspective, science education, Sustainability",
author = "Klaus Rasmussen",
year = "2017",
doi = "10.1080/13504622.2016.1182625",
language = "English",
volume = "23",
pages = "348--364",
journal = "Environmental Education Research",
issn = "1469-5871",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - The emergence and institutional co-determination of sustainability as a teaching topic in interdisciplinary science teacher education

AU - Rasmussen, Klaus

PY - 2017

Y1 - 2017

N2 - This paper takes an institutional perspective on the topic of sustainability in order to analyse how this ‘idea’ enters science teacher education through an interdisciplinary approach. It shows how the development and implementation of a course for Danish pre-service teachers was conditioned and constrained by a complex web of interactions in and among the teaching disciplines of biology, geography and physics/chemistry and among the institutions of school, teacher college and university. The data collected are used to identify influences among the disciplines as well as disciplinary differences, conceptualised through a new reference model that separates the analysis from the usual sustainability dimensions. The findings reveal how sustainability as a teaching topic can be a unifying idea in an interdisciplinary setting. Disciplinary differences evidently impact course planning and implementation significantly, but not exclusively. By elaborating on the interactions between these circumstances, the paper provides insight into the processes of developing interdisciplinary teacher education.

AB - This paper takes an institutional perspective on the topic of sustainability in order to analyse how this ‘idea’ enters science teacher education through an interdisciplinary approach. It shows how the development and implementation of a course for Danish pre-service teachers was conditioned and constrained by a complex web of interactions in and among the teaching disciplines of biology, geography and physics/chemistry and among the institutions of school, teacher college and university. The data collected are used to identify influences among the disciplines as well as disciplinary differences, conceptualised through a new reference model that separates the analysis from the usual sustainability dimensions. The findings reveal how sustainability as a teaching topic can be a unifying idea in an interdisciplinary setting. Disciplinary differences evidently impact course planning and implementation significantly, but not exclusively. By elaborating on the interactions between these circumstances, the paper provides insight into the processes of developing interdisciplinary teacher education.

KW - didactic transposition

KW - institutional perspective

KW - science education

KW - Sustainability

U2 - 10.1080/13504622.2016.1182625

DO - 10.1080/13504622.2016.1182625

M3 - Journal article

AN - SCOPUS:84966701543

VL - 23

SP - 348

EP - 364

JO - Environmental Education Research

JF - Environmental Education Research

SN - 1469-5871

IS - 3

ER -

ID: 196141606