“The Sustainable Backpack”: Exploring possibilities in education for sustainable development through a nationwide professional development program

Eldri Scheie, Shelley Stromholt

Sammendrag


Education for sustainable development (ESD) provides crucial opportunities for young people to be authentically involved in addressing the socio-ecological challenges in their local and global communities. While there are many studies of education for sustainable development documenting efforts within higher education, there are few examples of large-scale programs that engage primary and secondary students. Norway’s Sustainable Backpack program is a notable exception. In this paper, we present a descriptive case study of this nationwide professional development effort to support schools, teachers, and students to take an interdisciplinary approach to ESD. We describe design principles that guide the program, present evidence of success through teacher interpretations of their experiences and those of their students, and describe an exemplary project at one rural Norwegian school. Data sources include observation and field notes, teacher survey data, and review of teacher-created documents such as proposals and final project reports. Our goal is to provide initial insights into important aspects of professional development at scale for ESD and recommendations for future work.

Undervisning for bærekraftig utvikling (UBU) gir barn og unge muligheter til å bli involvert, delta og påvirke de sosioøkologiske utfordringene i deres lokalmiljø og globale samfunn. Selv om det er mange studier om utdanning for bærekraftig utvikling som dokumenterer innsats innen høyere utdanning, er det få eksempler på storskala programmer som involverer grunnskole og videregående skole. Den naturlige skolesekken i Norge er et unntak i så måte. I denne artikkelen presenterer vi en beskrivende case studie av det faglige utviklingsarbeidet for å støtte skoler nasjonalt. Skoler, lærere og studenter har her fått muligheten til en tverrfaglig tilnærming til UBU. Vi beskriver designprinsipper som styrer programmet, presenterer bevis for suksess gjennom lærerfortolkninger av sine erfaringer og fra studentene deres, og beskriver et eksemplarisk prosjekt på en norsk skole. Datakilder inkluderer observasjons- og feltnotater, lærerundersøkelsesdata og gjennomgang av læreropprettede dokumenter som underveis arbeid og endelige prosjektrapporter. Vårt mål er å gi en innsikt i viktige aspekter og erfaringer fra profesjonell kompetanseutvikling på nasjonalt nivå for UBU, samt anbefalinger for fremtidig arbeid på feltet.



Emneord (Nøkkelord)


Education for sustainable development, teacher’s professional development, interdisiplinarity Utdanning for bærekraftig utvikling, profesjonell kompetanseheving, tverrfaglighet

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DOI: http://dx.doi.org/10.5617/adno.6473

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