Science and Technology Teacher Education in the Anthropocene

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.

Autorentext

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.

Inhalt

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