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Issues in developing a new university course in sustainability within teacher education

Issues in developing a new university course in sustainability within teacher education


Titill: Issues in developing a new university course in sustainability within teacher education
Höfundur: Pálsdóttir, Auður
Útgáfa: 2017
Tungumál: Enska
Umfang: 67–70
Háskóli/Stofnun: Háskóli Íslands
University of Iceland
Svið: Menntavísindasvið (HÍ)
School of Education (UI)
Birtist í: Lumat-B / Action for Sustainability in Higher Education;2(3)
ISSN: 2489-2572
Efnisorð: Kennaramenntun; Sjálfbærni; Teacher education; Sustainability
URI: https://hdl.handle.net/20.500.11815/811

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Tilvitnun:

Pálsdóttir, A. (2017). Issues in developing a new university course in sustainability within teacher education. LUMAT-B: International Journal on Math, Science and Technology Education, 2(3), 67-70. Retrieved from https://www.lumat.fi/index.php/lumat-b/article/view/270

Útdráttur:

In 2008 the law on Teacher Educationin Iceland was changed. Since then, to receive a licence to teach at preschool, compulsory school or upper secondary school level one needs a master’s degree instead of a bachelor degree. In 2011 a new national curriculum was issued in Iceland for all three school levels. Two major changes were introduced. One is that the National Curriculum defines competence criteria for each subject area and each subject, i.e. all learning is based on learning outcomes as is in the context of university education. The other is six fundamental pillars/concerns of education, sustainability being one of them. These fundamental concerns should be an intrinsic part of and evident in all educational activity, thus visible in the content of school subjects and fields of study, both regarding the knowledge and the skills that children and youth are to acquire.In this case study the design and first execution of a new transdisciplinary university course about sustainability and education within teacher education in Iceland is examined

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CC BY-NC 4.0

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