Science and Technology Teacher Education in the Anthropocene (eBook, PDF)

Addressing Challenges in the North and South
Redaktion: Rocksén, Miranda; Msimanga, Audrey; Mushayikwa, Emmanuel; Svensson, Maria; Vhurumuku, Elaosi

• Format: PDF

Produktbeschreibung

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.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 230
• Erscheinungstermin: 17. Mai 2022
• Englisch
• ISBN-13: 9781000587326
• Artikelnr.: 63636110

Autorenporträt

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.

Inhaltsangabe

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