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Nordén, Birgitta, Dr.ORCID iD iconorcid.org/0000-0001-9613-8132
Publikasjoner (10 av 78) Visa alla publikasjoner
Nordén, B. (2024). What comes through Ongoing Realities: Student Teachers´ Nuances of Emotions Reframe Powerful Sustainability Knowings. In: : . Paper presented at NERA: The Nordic Educational Research Association (NERA) 2024 : Adventures of Education: Desires, Encounters and Differences, Malmö University, March 6-8 2024 (pp. 640-640).
Åpne denne publikasjonen i ny fane eller vindu >>What comes through Ongoing Realities: Student Teachers´ Nuances of Emotions Reframe Powerful Sustainability Knowings
2024 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

Research topic/aim:

The key strands of the new UNECE strategy (2022) empower vital ESD initiatives and virtually extended, reality-based education. Difficulties in meeting physically have led to the need for hybrid meeting places and mixed learning beyond classrooms. One challenge is to synchronize those who are physically on site with virtually connected conference participants in different time zones.

The purpose of this study is to investigate what happens when student teachers are offered innovative tools to transform and design hybrid learning spaces for an international sustainability focused network of upper secondary school youth and subject teachers.

Theoretical framework:

“Didaktik models” and modelling for the teacher profession and teacher training by Lunde and Sjöström (2021) emphasized usefulness in future professional practice (the teachers’ own and student teachers’) as an important starting point in sustainability education. Accordingly, there is a need to emphasize the (subject) didactic models, which can be interpreted as "(subject) didactics theory-based professional support" in this study.

Methodological design:

To arrive at the findings of this study, the empirical analysis of the students´ reflections, the questionnaires and the observations were used. These were jointly analysed to consider the participants (n=19) i.e., the student teachers’ opinions and requests concerning decisions to take commonly. Thereby, the action cycle processes resulted in a recognition of how to guide and conduct upcoming steps to optimise the conditions for the students to solve their case by a deep approach of learning. This was achieved by applying innovative methodologies focusing on ongoing, extended, and augmented realities, involving the participatory action research (Kemmis, 2009), supporting the development of hybrid sustainability teaching. By advancing the investigation and analyses of eXtended realities (XR) within the data gathered, added insights and new opportunities to visulize ongoing realities (Nordén, 2023).

Expected conclusions/findings:

The results show that student teachers struggle with the concept of combining their didactic capability, in the teaching role they already identified and hold, with a more innovative, entrepreneurial design role. The study concludes that subject didactics and didactic modelling are necessary requirements within a design thinking framework to enable teacher students to deliver a substantive quality of powerful sustainability knowings by implementing an augmented learning reality in hybrid contexts.

Relevance to Nordic educational research:

The study has examined challenges in connecting didactic models and design thinking for educational development in the field of teaching and learning for sustainability in a Nordic perspective. It thereby contributes to wider Nordic educational research on the integration of digital tools into the curriculum both in upper secondary school, teacher education and tertiary contexts. By exploring the role of technology enhanced learning, it highlights both potentials and barriers to enhance student-developed hybridity through increased contextualisation of ongoing realities. The methods applied can also be useful for Nordic student teachers in their future professional role. Some of the key features required, including creativity, and collaborative boundary-crossing explorative approaches, may support exchange of outlined methodological development and innovation relevant to educational research in the Nordic countries.

HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-66252 (URN)
Konferanse
NERA: The Nordic Educational Research Association (NERA) 2024 : Adventures of Education: Desires, Encounters and Differences, Malmö University, March 6-8 2024
Forskningsfinansiär
Malmö University
Tilgjengelig fra: 2024-03-07 Laget: 2024-03-07 Sist oppdatert: 2024-03-13bibliografisk kontrollert
Nordén, B. (2022). Halfway to SDG 4.7 is not enough! Time to advance Agenda 2030 through university collaboration and transformative learning in a professional and school development perspective.: Abstract Category: Sustainable Universities.. In: : . Paper presented at 11th World Environmental Education Congress (WEEC). Building Bridges in Times of Climate Urgency. Prague, Czech Republic, 14-18 March 2022.. Lund
Åpne denne publikasjonen i ny fane eller vindu >>Halfway to SDG 4.7 is not enough! Time to advance Agenda 2030 through university collaboration and transformative learning in a professional and school development perspective.: Abstract Category: Sustainable Universities.
2022 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

Introduction: Most Swedish higher education institutions are far from their commitment to equip students with adequatesustainability knowledge according to UKÄ's evaluation 2017. So far, static silo thinking has dominated,although some systematic efforts have focused on different dimensions of sustainable development. Withinthe framework of Agenda 2030, meaningful cross-sectoral wholes are needed for more meaningful andphenomenon-based knowledge formation where the global goals are combined thematically.

Research questions / Purpose of the program: The project meets the need to specifi cally understand and develop transformative learning in a professional and school development perspective, as a contribution to creating an in-depth transdisciplinary knowledgeeducation at the advanced level in teacher education. In particular SDG 4.7 is mapped to shed light on theconnection between health, climate and education.This project studies teachers' and teacher students' understanding of the UN's SDGs in teacher educationprograms and master courses based on some interventions. The study focuses on how transformative learning develops in practice, how the learners interpret and reinterpret their experience of the worldaround them to create new meaning and thus learning.The main issues for the project are:

  1. What is the initial understanding of teachers 'and teacher students' SDGs regarding a professionaldevelopment perspective?
  2. In what ways does the design of interventions infl uence the teacher students'meaning-making?
  3. What do these different teaching offers mean for teachers and student teachers'knowledge formation?

Methodology / Program description: Transformative learning has in Mezirow's research theory been revised to the study of learning viaprogression of existing and development of new frames of reference, reformation of intellectual experienceand changed perception focused mainly on teacher students.

Findings / Experience and evaluation: Knowledge contributions are obtained through the project's design, when contingency, opportunities andapplication of the sustainability goals in local-global learning contexts are described and analyzed. Digital on-site content is developed in collaboration between faculties and sustainability developers at Malmö University and the International Institute for Industrial and Environmental Economics's Master's and MOOCprograms at Lund University.

Conclusion & recommendations for theory and practice: The analysis of knowledge formation and previous research on SDG 4.7 is deepened in an attempt todevelop a model for participant-driven action research via challenge-driven transdisciplinary teaching.

References:

Disterheft, A., Azeiteiro, U.M., Leal Filho, W. & Caeiro, S. (2015). Participatory processes in sustainableuniversities what to assess? International Journal of Sustainability in Higher Education, 16, 748–771. Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463–474.Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuingeducation, (74), 5-12.

sted, utgiver, år, opplag, sider
Lund: , 2022
Emneord
Participatory Action Research, HESD, Transformative Approach, SDG 4.7, Advanced level
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-57804 (URN)
Konferanse
11th World Environmental Education Congress (WEEC). Building Bridges in Times of Climate Urgency. Prague, Czech Republic, 14-18 March 2022.
Tilgjengelig fra: 2023-01-24 Laget: 2023-01-24 Sist oppdatert: 2023-01-26bibliografisk kontrollert
Nordén, B. (2022). Lärarnätverk för hållbarhet: Undervisningens återupptäckt möjliggör bildning. Geografiska Notiser, 80(2-3), 63-75
Åpne denne publikasjonen i ny fane eller vindu >>Lärarnätverk för hållbarhet: Undervisningens återupptäckt möjliggör bildning
2022 (svensk)Inngår i: Geografiska Notiser, ISSN 0016-724X, Vol. 80, nr 2-3, s. 63-75Artikkel i tidsskrift (Annet vitenskapelig) Published
Abstract [sv]

Denna artikel belyser några centrala perspektiv i gränslandet mellan informell och formell bildning. Avsikten är att kartlägga och visa exempel på konkreta åtgärder för lärande och bildning med förflyttning av hållbarhetsdimensioner genom samarbete över olika utbildningsnivåer och gränser inomramen för FN:s Agenda 2030. Genom att koppla formellt institutionaliserat lärande med informellt idébundet lärande kan vi överskridade begränsningar som ryms i etniskt ursprung, nation, kön, religion eller andra identiteter. Betydelsen av och synergier mellan informellt lärande och (allmän)bildning kommer av en didaktisk tolkning av Bildung. Eko-reflexivt lärande och Bildung är centrala begrepp i ett framstegsinriktat tidevarv. Öhman och Sund (2021) saknar och uppmuntrar till ytterligare didaktisk forskningsom fördjupar kunskapen om sambandet mellan specifika undervisningsinsatseroch elevers utveckling av hållbarhetsengagemang. De poängterar att för mycket av forskningen för närvarande består av enstaka djupdykningar i klassrumspraktiker, där långtgående slutsatser dras från enstaka lektioner. De förordar longitudinella studier som täcker samspelet mellan undervisning och elevers utveckling över flera år, kombinerat med möten, samtal och intervjuer för att avgöra hur unga människor resonerar kring, känner för och värdesätter de akuta, komplexa och allvarliga hållbarhetsutmaningar som vi står inför idag. Den här artikeln avser vara ett bidrag, ett steg i efterfrågad riktning, eftersom den berör den väsentliga didaktiska frågan om hur. Det vill säga vilka är de bästa metoderna för undervisning för att uppmuntra ett hållbarhetsengagemang hos elever som hållbarhetsmedborgare? Vilka ska kunna delta i samskapandet av nya system och tillhörande rutiner och framstå som mer hållbara än de som finns? Syftet med föreliggande artikel är att diskutera ett utvidgat bildningserbjudande för lärande via fördjupad handlingsbaserad ämnesdidaktik samt att belysa olika lärandemöjligheter, vilka CEI-nätverket erbjuder eftersom det utvecklar hållbarhet som livsstil vilken vilar på empowerment. Det vill säga ett engagemang som en viktig utgångspunkt för att stärka individer så att de kan ta större ansvar för att kontrollera sina liv.

sted, utgiver, år, opplag, sider
Lund: , 2022
Emneord
Caretakers of the Environment International, CEI 2024, the Swedish Branch of CEI, CEISE, sustainability, education, learning, teaching sustainable development, upper secondary school, students, Lärarnätverk för gymnasieelever, internationella skolungdomar, miljö- & hållbarhetsprojekt, CEI 2024, Caretakers of the Environment International, Swedish Branch, Öresundsgymnasiet, Landskrona, årlig internationell konferens för skolungdom och lärare, transdisciplinär undervisning, kultur- & naturgeografi
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-55737 (URN)
Tilgjengelig fra: 2022-11-09 Laget: 2022-11-09 Sist oppdatert: 2022-11-17bibliografisk kontrollert
Nordén, B. & Avery, H. (2022). Συμμετοχικός ανασχεδιασμός σχολικής αυλής  σε παιδικό σταθμό στη Σουηδία: Ευκαιρίες και περιορισμοί στην προώθηση της  Εκπαίδευσης για την Αειφόρο Ανάπυξη. In: Konstantia Tamoutseli (Ed.), Participation and Education for Sustainability / Συμμετοχικότητα και Eκπαίδευση για την Aειφόρο Aνάπτυξη: Collective Books (pp. 251-269). Athens: Epikentro Publishers
Åpne denne publikasjonen i ny fane eller vindu >>Συμμετοχικός ανασχεδιασμός σχολικής αυλής  σε παιδικό σταθμό στη Σουηδία: Ευκαιρίες και περιορισμοί στην προώθηση της  Εκπαίδευσης για την Αειφόρο Ανάπυξη
2022 (gammalgresk (fram til 1453))Inngår i: Participation and Education for Sustainability / Συμμετοχικότητα και Eκπαίδευση για την Aειφόρο Aνάπτυξη: Collective Books / [ed] Konstantia Tamoutseli, Athens: Epikentro Publishers , 2022, s. 251-269Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Athens: Epikentro Publishers, 2022
HSV kategori
Forskningsprogram
Naturvetenskapernas didaktik; Hållbarhetsstudier; Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-56596 (URN)978-960-458-584-7 (ISBN)
Merknad

Πρώτη έκδοση, εκδόσεις ΕΠΙΚΕΝΤΡΟ Α.Ε. • Θεσσαλονίκη 2022

© εκδόσεις ΕΠΙΚΕΝΤΡΟ, 2022

Απαγορεύεται η αναδημοσίευση ή αναπαραγωγή του παρόντος έργου στο σύνολό του ή τμημάτων του με οποιονδήποτε τρόπο, καθώς και η

μετάφραση ή διασκευή του ή εκμετάλλευσή του με οποιονδήποτε τρόπο αναπαραγωγής έργου λόγου ή τέχνης, σύμφωνα με τις διατάξεις του ν.

2121/1993 και της Διεθνούς Σύμβασης Βέρνης-Παρισιού, που κυρώθηκε με τον ν. 100/1975. Επίσης απαγορεύεται η αναπαραγωγή της στοιχειο-

θεσίας, σελιδοποίησης, εξωφύλλου και γενικότερα της όλης αισθητικής εμφάνισης του βιβλίου, με φωτοτυπικές, ηλεκτρονικές ή οποιεσδήποτε

άλλες μεθόδους, σύμφωνα με το άρθρο 51 του ν. 2121/1993.

Tilgjengelig fra: 2022-12-13 Laget: 2022-12-13 Sist oppdatert: 2023-09-06bibliografisk kontrollert
Nordén, B. (2021). Att öppna upp för delaktighet och naturvetenskap på förskolegården (Förstaed.). In: Å. Delblanc, A. Harju & A. Åkerblom (Ed.), Möjligheter och utmaningar för förskola  : I en tid av mångfald och rörlighet  (pp. 65-84). Lund: Studentlitteratur AB
Åpne denne publikasjonen i ny fane eller vindu >>Att öppna upp för delaktighet och naturvetenskap på förskolegården
2021 (svensk)Inngår i: Möjligheter och utmaningar för förskola  : I en tid av mångfald och rörlighet  / [ed] Å. Delblanc, A. Harju & A. Åkerblom, Lund: Studentlitteratur AB, 2021, Första, s. 65-84Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
Abstract [sv]

"Då hade man kunnat göra lite tvärgrupper, kanske – en av oss, och en eller två av er, sådär – och att vi sysslar med olika saker, för det är ju begränsat med både tid och möjligheter, och var och en har sina intressen".- I detta kapitel belyses ambitionen att väcka intresse och motivation för att undervisa i hållbarhet, miljöfrågor och naturfenomen genom att öppna möjlighetsrum för barns delaktighet och lärande. Citatet ovan kommer från en diskussion mellan förskollärarna på Sjöstjärnan, där några pedagoger diskuterade möjligheten att skapa temagrupper för samarbete med att utveckla verksamheten på förskolans gård. Denna reflektion gjordes under arbetet med en aktion inom ramen för projektet ”Möjligheter för förskolan i en migrerande värld” som mellan 2016 och 2019 genomfördes i en förskola i Malmö. Detta var ett aktionsforskningsprojekt, vilket innebär att pedagoger och barn samarbetade med en grupp forskare. Projektet startade på en introduktionsavdelning för barn som är nya i Sverige, men kom senare att omfatta hela förskolan, där introduktionsavdelningen ligger. Syftet med projektet var att undersöka förutsättningar att förändra och att utveckla verksamheten på avdelningen, som präglades av stor språklig mångfald. Som en del i projektet genomfördes en aktion i syfte att se på förståelsen av utepedagogik och hållbart gårdsarbete. Aktionens fokus var hur pedagogernas handlingsutrymme i miljöundervisning på förskolans gård kunde ökas, liksom barnens möjligheter att bli delaktiga i undervisningen.

sted, utgiver, år, opplag, sider
Lund: Studentlitteratur AB, 2021 Opplag: Första
Emneord
Didaktik, Pedagogisk utveckling, Nyanlända, Delaktighet, Naturfenomen, Hållbarhet, Mångfald, Naturupplevelse, Gårdsmiljö
HSV kategori
Forskningsprogram
Naturvetenskapernas didaktik
Identifikatorer
urn:nbn:se:mau:diva-41232 (URN)9789144124773 (ISBN)
Tilgjengelig fra: 2021-03-12 Laget: 2021-03-12 Sist oppdatert: 2022-08-16bibliografisk kontrollert
Sonesson, K. & Nordén, B. (2021). Challenges and Learning Outcomes in a Mutual Municipal Partnership on Education for Sustainable Development from Southern African/North European Perspectives. In: Book of Abstract: Vitalizing partnerships - Moving forward to a sustainable future: Epistemic challenges, intellectual labour and South-North partnerships. Paper presented at SANORD Annual Conference 2021, September 9, Western Norway University of Applied Sciences & University of Bergen, Bergen, Norway. Muntlig presentation med Kerstin Sonesson. Konferensabstract (no. 49) tillgängligt 2021-08-25 på: https://www.hvl.no/globalassets/hvl-internett/arrangement/sanord-2020/sanord-2021/sanord---abtract-book---2021.pdf. Sanord
Åpne denne publikasjonen i ny fane eller vindu >>Challenges and Learning Outcomes in a Mutual Municipal Partnership on Education for Sustainable Development from Southern African/North European Perspectives
2021 (engelsk)Inngår i: Book of Abstract: Vitalizing partnerships - Moving forward to a sustainable future: Epistemic challenges, intellectual labour and South-North partnerships, Sanord , 2021Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Two cities, Swakopmund and Malmö, in Namibia and Sweden have developed a strong mutual partnership on sustainable development. The collaboration started within The Municipal Partnership Programme at the Swedish International Centre for Local Democracy (ICLD), working with poverty reduction through local democracy development funded by SIDA. The municipal partnership aims to increase civil influence by strengthening local and regional political governance organization within certain core areas, e.g. equity/inclusion, transparency, possibility to demand accountability and/or citizen participation. During 2012-2014 the two cities collaborated on two projects; Education for Sustainable Development (ESD) and Eco Tourism. 

The aim of this study is to deepen the understanding of processes and learning outcomes of SDG 17 in a mutual municipal partnership in the ESD-project focusing experiences on challenges and solutions. Eight project team member i.e. municipal officials, teachers, museum- and marine pedagogues, as well as three senior municipal officials in the Project Steering Committee were interviewed using semi-structured questions in the second year of the ESD-project. A phenomenographic approach was applied to analyse the transcriptions of nearly six hours recorded interview material. The findings show the experience of various challenges the respondents faced, how the challenges were solved and the benefits of the learning outcomes. This were discussed also in longer terms to shed light on what South and North can learn from one another by being in a mutual partnership, focusing how work processes contribute to develop democratic governance locally in the municipalities.

sted, utgiver, år, opplag, sider
Sanord, 2021
HSV kategori
Forskningsprogram
Hållbarhetsstudier; Naturvetenskapernas didaktik
Identifikatorer
urn:nbn:se:mau:diva-47289 (URN)
Konferanse
SANORD Annual Conference 2021, September 9, Western Norway University of Applied Sciences & University of Bergen, Bergen, Norway. Muntlig presentation med Kerstin Sonesson. Konferensabstract (no. 49) tillgängligt 2021-08-25 på: https://www.hvl.no/globalassets/hvl-internett/arrangement/sanord-2020/sanord-2021/sanord---abtract-book---2021.pdf
Tilgjengelig fra: 2021-12-07 Laget: 2021-12-07 Sist oppdatert: 2022-08-16bibliografisk kontrollert
Nordén, B. (2021). Doing Agenda 2030: Transformative learning in professional school development perspectives. . In: : . Paper presented at Nordisk forskningskonferanse om bærekraft i utdanning, 21-22 October, 2021, Institutt for lærerutdanning og skoleforskning, Oslo University, og forsker-gruppen COSER, Norway..
Åpne denne publikasjonen i ny fane eller vindu >>Doing Agenda 2030: Transformative learning in professional school development perspectives.
2021 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Most Swedish higher education institutions are far from their commitment to equip students with adequate sustainability thinking according to UKÄ's evaluation in 2017. Static silo thinking has dominated, but some systematic efforts focus on different dimensions of sustainable development. Within the framework of Agenda 2030 meaningful cross-sectoral holistic and phenomenon-based knowledge formation is needed, combined with the sustainable development goals (SDGs). Nordén & Avery`s (2021) review in the special issue "South/North Perspectives on Global Learning for Sustainable Development" that the challenge for higher education, lacking competence in what of and how the UN SDGs can be implemented on advanced level - threatens the existence of the students' trust, risking being lost if they encounter ignorance in school contexts. Still, informal global and local networks for educators and students want to change and strengthen knowledge formation on sustainability (Sonesson & Nordén, 2020). Nordén (2016) has applications of theoretical approaches linked to transdisciplinary teaching, as a foundation for the research question focusing on empirical mapping of initial understanding of the SDGs analysed regarding teacher students' transformed prior knowledge conceptualized in interaction with teacher students' knowledge formation through previous education offered. The study meets the need to specifically understand and develop transformative learning in a professional and school development perspective, as a contribution to creating an in-depth transdisciplinary knowledge formation at the advanced level in teacher education. The study focuses on how transformative learning develops in practice, how the learners interpret and reinterpret their experience of the world around them to create new meaning and thus learning. In Mezirow's research theory and as a qualitative method here, transformative learning has been revised to the study of external learning; progression of existing frameworks of reference, development of new frameworks of reference, reformation of intellectual experience and changed perception and focused mainly on teacher students. Additional knowledge contributions are obtained through the project's design, when contingency, opportunities and application of SDGs in local-global learning contexts are described and analyzed with a phenomenographic approach. Extensive digital "on-site content" is developed in collaboration between faculties and sustainability developers at Malmö University and the IIIEE at Lunds university masters and MOOC programs. The analysis is deepened in knowledge formation on Agenda 2030 in interaction with theory and previous research to construct a theoretical model via participatory action research (Kemmis, 2009) in challenge-driven transdisciplinary teaching. The research is expected to result in urgent empirical and theoretical contributions to it the field of educational science research with a special focus on strengthening the teaching profession on advanced level, in the field of development of transformative learning, critical knowledge skills and subject didactics for the design of transdisciplinary Agenda 2030 transition in teacher education.

HSV kategori
Forskningsprogram
Hållbarhetsstudier; Naturvetenskapernas didaktik
Identifikatorer
urn:nbn:se:mau:diva-47286 (URN)
Konferanse
Nordisk forskningskonferanse om bærekraft i utdanning, 21-22 October, 2021, Institutt for lærerutdanning og skoleforskning, Oslo University, og forsker-gruppen COSER, Norway.
Tilgjengelig fra: 2021-12-07 Laget: 2021-12-07 Sist oppdatert: 2021-12-13bibliografisk kontrollert
Nordén, B. & Avery, H. (2021). Global Learning for Sustainable Development: A Historical Review. Sustainability, 13(6), Article ID 3451.
Åpne denne publikasjonen i ny fane eller vindu >>Global Learning for Sustainable Development: A Historical Review
2021 (engelsk)Inngår i: Sustainability, E-ISSN 2071-1050, Vol. 13, nr 6, artikkel-id 3451Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Despite continued efforts by educators, UN declarations and numerous international agreements, progress is still limited in handling major global challenges such as ecosystem collapse, accelerating climate change, poverty, and inequity. The capacity to collaborate globally on addressing these issues remains weak. This historical review of research on global learning for sustainable development (GLSD) aims to clarify the diverse directions that research on GLSD has taken, to present the historical development of the research area, and highlight emerging research issues. The review summarizes key findings of 53 peer-reviewed publications, published in English in the period 1994–2020 identified with the search terms “global learning” and “sustainable development”, sustainability or GLSD, respectively. The review documented a gradually growing knowledge base, mostly authored by scholars located in the global North. Conclusions point to what we might achieve if we could learn from one another in new ways, moving beyond Northern-centric paradigms. It is also time to re-evaluate core assumptions that underlie education for sustainable development more generally, such as a narrow focus on formal learning institutions. The review provides a benchmark for future reviews of research on GLSD, reveals the emerging transformative structure of this transdisciplinary field, and offers reference points for further research.

sted, utgiver, år, opplag, sider
Basel: MDPI, 2021
Emneord
global learning; global learning for sustainable development; South/North perspectives; sustainability; sustainable development; education for sustainable development
HSV kategori
Forskningsprogram
Hållbarhetsstudier
Identifikatorer
urn:nbn:se:mau:diva-41362 (URN)10.3390/su13063451 (DOI)000645745800001 ()2-s2.0-85103115804 (Scopus ID)
Tilgjengelig fra: 2021-03-20 Laget: 2021-03-20 Sist oppdatert: 2024-02-05bibliografisk kontrollert
Nordén, B. (2021). Opening up for participatory action research and challenge-based sustainability education in the preschool: Opportunities and challenges for the preschool in a time of diversity and mobility. In: : . Paper presented at Teachers Matter – but How? An international conference on didactics, pedagogy, and classroom research, 13-15 October 2021, Linnaeus University, Växjö..
Åpne denne publikasjonen i ny fane eller vindu >>Opening up for participatory action research and challenge-based sustainability education in the preschool: Opportunities and challenges for the preschool in a time of diversity and mobility
2021 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Through newly arrived children's participation and learning in a complex sustainability project (Nordén & Avery, 2020), the ecological focus is integrated into the main dimensions; children's relationship to place and local environment; the curriculum's goals for science and sustainability in preschool outdoor education and didactic strategies. Learning through action and reflection is focused in this study in order to change practitioners' practice and their understanding of their practice and the conditions under which they practice (Kemmis, 2009). A think tank with all staff for the purpose of discussing visions and practical work around the preschool's outdoor environment followed the thinking - saying - doing order so that the participants would understand how they wanted to change their practice. Conditions, opportunities and challenges were identified. In line with participant-driven research (Kemmis, 2009), this means in practice that educators, children and researchers talk (say) and collaborate (doing) with each other. Everyone's voice should be heard and everyone should be able to share their views (thinking). This was done according to the preschool's governing document, where the curriculum states: “Children and parents must be involved […] and their voices must be highlighted” (Lpfö 18, p. 18). The formulations were compared with how the schoolyard looks and is used. Thereafter, the intervention process was carried out with many meetings where the educators' room for maneuver was made visible as well as the actors. A reflection was made as an evaluation of action results and what has happened in the business through the action. In summary, new issues, identified participant-driven action spaces and didactic strategies formulated by the educators were addressed. In the context of preschool, clearly communicating educators are required who, through conversation, develop stimulating tools for learning, the joy of discovery that leads to co-learning, more than collaboration and collaboration. It is enriched by the individual and the group creating understanding, meaning and meaning by sharing their reality with each other. The pedagogical environment must be designed in a way where children can be led by the teachers. The preschool teachers' education and ability to communicate with children and ensure that the children are given influence and tools for their knowledge in concrete situations and exploration of various phenomena entails learning in a context. The organization of educational activities becomes important for how children perceive themselves as learning individuals. In today's preschools, children need to develop responsibility for their own learning. The teachers' presence is important, as their didactic experiences play a major role in making the children aware that there are different thoughts and ideas about the same natural phenomenon. Meaning-creating activities for learning in interaction with others require the teachers' ability to introduce new knowledge. The children then have the opportunity to experience variation and take part in many more perceptions. The children's confidence in themselves and their learning - their own knowledge-forming process - can be developed, whereby they dare to face new challenges in the future. The teachers' pedagogical approach to how different changes can be shaped provides opportunities for learning. Pedagogical development is affected by the preschool teachers' competence to develop didactic strategies, as well as their ability to negotiate outdoor teaching for sustainability and space for the children's expanded learning in preschool.

HSV kategori
Forskningsprogram
Barn- och ungdomsvetenskap; Hållbarhetsstudier; Naturvetenskapernas didaktik
Identifikatorer
urn:nbn:se:mau:diva-47287 (URN)
Konferanse
Teachers Matter – but How? An international conference on didactics, pedagogy, and classroom research, 13-15 October 2021, Linnaeus University, Växjö.
Tilgjengelig fra: 2021-12-07 Laget: 2021-12-07 Sist oppdatert: 2022-03-11bibliografisk kontrollert
Avery, H. & Nordén, B. (2021). We can only do it together: Addressing global sustainability challenges through a collaborative paradigm.. In: Leal Filho, W.; Salvia, A.L.; Brandli, L. Pretorius; R., Azeiteiro, U. (Ed.), Universities, Sustainability and Society:: Supporting the Implementation of the Sustainable Development Goals (pp. 239-252). Springer
Åpne denne publikasjonen i ny fane eller vindu >>We can only do it together: Addressing global sustainability challenges through a collaborative paradigm.
2021 (engelsk)Inngår i: Universities, Sustainability and Society:: Supporting the Implementation of the Sustainable Development Goals / [ed] Leal Filho, W.; Salvia, A.L.; Brandli, L. Pretorius; R., Azeiteiro, U., Springer, 2021, s. 239-252Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

Urgent structural change is required in higher education to allow collaboration both within and across universities so that achieving a rapid sustainability transition can become the overarching and main purpose of education, research and work in society. A review of the literature reveals that fragmentation, caused by traditional hierarchical faculty and disciplinary organisation, is a major obstacle to such goals. Additionally, universities today operate under a competitive paradigm that prevents the transfer and application of available knowledge, thereby blocking the development of new knowledge and coherent future-oriented approaches. Fragmentation and competition prevent universities from pooling resources, understanding major challenges holistically and using systemic approaches to address them. Political agendas, funding priorities and existing mechanisms of dissemination and evaluation of academic activity contribute to inertia. Rather than applying fragmented sustainability goals within rigid silo structures, action for sustainability needs to be coordinated among academic actors both horizontally and diagonally. This requires spaces for strategic thinking, concertation, open discussion and knowledge sharing. The insights achieved in strong sustainability research environments need to direct efforts towards achieving a rapid sustainability transition, and priority must be given to structures, networks and research that already enable concertation and collaboration.

sted, utgiver, år, opplag, sider
Springer, 2021
Serie
World Sustainability Series, ISSN 2199-7373, E-ISSN 2199-7381
Emneord
Ethics, Collaboration, Cross/Trans- Interdisciplinary, Higher Education for Sustainable Development, Systemic Change, Resilience
HSV kategori
Forskningsprogram
Hållbarhetsstudier
Identifikatorer
urn:nbn:se:mau:diva-37382 (URN)10.1007/978-3-030-63399-8_16 (DOI)2-s2.0-85105541855 (Scopus ID)978-3-030-63398-1 (ISBN)978-3-030-63399-8 (ISBN)
Tilgjengelig fra: 2020-12-08 Laget: 2020-12-08 Sist oppdatert: 2024-02-05bibliografisk kontrollert
Prosjekter
Möjligheter och utmaningar för en förskola i en migrerande värld; Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS); Publikasjoner
Delblanc, Å., Harju, A. & Åkerblom, A. (Eds.). (2021). Möjligheter och utmaningar för förskola: i en tid av mångfald och rörlighet. Lund
Varför ska jag göra något för miljö och hållbarhet? Och, hur?; Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS)
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-9613-8132