%0 Journal Article
%T How student teachers form their educational practice in relation to sustainable development
%A Ingela Bursj£¿£¿
%J Utbildning & Demokrati : Tidsskrift f£¿r Didaktik och Utbildningspolitik
%D 2011
%I ?rebro University
%X This study investigates experienced student teachers¡¯ perceptions of their professional training to encompass education for sustainable development, ESD. Data were collected by using questionnaires. The findings indicate that teachers¡¯ implementation of ESD depends on both external and internal factors. Three major external factors have been found: colleagues, time and the curriculum. The internal factors were identified as transformative phases; especially a disorienting dilemma, self-examination, exploration of options for new actions, acquisition of knowledge and skills, and integration of new action in the teaching of ESD. Tensions between the individual teacher as a professional versus the teacher as a private personare explicitly mentioned as well as tensions with other teachers, principals and the community. These results may be important to teacher education as well as teachers¡¯ professional development as they provide insights for implementation of changes in the educational system.
%K education for sustainable development
%K educational change
%K transformative learning
%K external factors
%K internal factors
%K student teachers
%K disorienting dilemma
%U http://www.oru.se/Extern/Forskning/Forskningsmiljoer/HumUS/Utbildning_och_Demokrati/Tidskriften/2011/How%20student%20teachers%20form%20their%20educational%20practice%20in%20relation%20to%20sustainable%20development.pdf