Reflections of Design-Oriented Pedagogy for Sustainable Learning: an International Perspective

• Authors: Henriikka Vartiainen , Jorma Enkenberg
• Languages of publication: EN

Abstracts

EN

This paper focuses on the expansion of design-oriented pedagogy that encourages approaching global phenomena such as sustainable development from the perspective of local environments, cultures and associated ways of doing things. It aims to determine how project members and teachers from eight different European countries (n = 221) who had participated in the project ìCase Forest ñ pedagogy towards sustainable developmentî experienced the pedagogical model and evaluated its usability from the perspectives of their own educational cultures. The main sources of both theory and data-driven qualitative content analysis are the reports obtained from each country and transcripts of the oral presentations and collaborative discussions. The results indicate that the teachers find current school practices, belief systems and traditional teaching models problematic and see the model as one way to change their schoolsí practices towards sustainable learning.

Keywords

EN

pedagogical model; design-oriented pedagogy; design-based research

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2013
• Volume: 15
• Issue: 1
• Pages: 57-72

Dates

published

2013-06-01

online

2013-07-11

Contributors

author

Henriikka Vartiainen

• Junior Researcher, Philosophical Faculty, School of Applied Educational Science and Teacher Education, Savonlinna Campus, University of Eastern Finland. Postal address: P.O. Box 86, 57101 Savonlinna, Finland

author

Jorma Enkenberg

• University of Eastern Finland, Finland

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Identifiers

DOI

10.2478/jtes-2013-0004