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Lärande för hållbar utveckling i yrkeslärarutbildning

Journal article
Authors Susanne Gustavsson
Ingrid Henning Loeb
Charlotta Kvarnemo
Published in Nordic Journal of Vocational Education and Training
Volume 8
Issue 3
Pages 19-35
ISSN 2242-458X
Publication year 2018
Published at Department of Education, Communication and Learning
Department of Education and Special Education
Department of Biological and Environmental Sciences
Pages 19-35
Language sv
Keywords vocational teacher education, learning for sustainable development, vocational education and training, pedagogy, student projects
Subject categories Didactics


This article draws on data from a module on education for sustainable development (ESD) in vocational teacher education. There are two kinds of data: 47 group work projects, where the assignment was to design an ESD activity in upper secondary vocational education, and a web questionnaire (average response rate of 80 %). The purpose is to describe and discuss how ESD can take form in vocational teacher education, and how the students value the knowledge that they have acquired when working with the module. The results give a positive picture of many different pedagogical approaches of planning an ESD activity. The variety of the contents of the activities stretch from having specific vocational focus, to broader societal perspectives. The planned activities for the pupils also differ, from participating in classroom exercises to activities based on actionand student-based planning. The different pedagogical approaches are exemplified and discussed. The results from the questionnaire show that over all, the students are positive to the content of the ESD module and the work that is carried out within this part of the course. These results are related to previous studies with critical aspects of teaching ESD.

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