Educational Content in Cross-curricular ESE Teaching and A Model to Discern Teacher’s Teaching Traditions

According to the curricula in various countries, teachers in the subject areas of science, social science and language are often expected to collaborate on cross-curricular issues such as sustainable development (SD) in the 9-year compulsory school. This study is based in Sweden and investigates tea...

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Bibliographic Details
Published inJournal of education for sustainable development Vol. 14; no. 1; pp. 78 - 97
Main Authors Sund, Per, Gericke, Niklas, Bladh, Gabriel
Format Journal Article
LanguageEnglish
Published New Delhi, India SAGE Publications 01.03.2020
Subjects
Biologi
Biology
collaboration
Course Content
cross-curricular
educational aspects
Environmental Education
Foreign Countries
Geografi
Geography
Interdisciplinary Approach
Language Teachers
Reflection
reflection tool
Science Instruction
Science Teachers
Second Language Instruction
Second Language Learning
Secondary School Teachers
Social Studies
Sustainable Development
Swedish
Teacher Attitudes
Teacher Collaboration
Teaching Methods
Teaching tradition
Team Teaching
Sweden
reflection tool
educational aspects
cross-curricular
collaboration
Teaching tradition
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Summary:According to the curricula in various countries, teachers in the subject areas of science, social science and language are often expected to collaborate on cross-curricular issues such as sustainable development (SD) in the 9-year compulsory school. This study is based in Sweden and investigates teachers’ teaching traditions. The overall aim of this study is to understand what educational content teacher teams can offer students through cross-curricular collaborations. The specific aim in Part 1 of this article is to discern the distribution of teachers’ teaching traditions from different subject areas. Part 2 offers a reflection tool for teachers and teacher teams to discern teaching traditions. The results show that teachers from different subject areas stress different yet complimentary aspects of environmental and sustainability (ESE) teaching. A fair distribution of teaching traditions in a teacher team will offer students better learning opportunities to develop and enhance their action competence for sustainable development.
ISSN:0973-4082
0973-4074
0973-4074
DOI:10.1177/0973408220930706