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Toward a More Sustainable Pre-service Teacher Education: A Study in Progress

In: Higher Education in a Sustainable Society

Author

Listed:
  • Claire Vaugelade Berg

    (University of Agder)

  • Barbro Grevholm

    (University of Agder)

  • Åse Haraldstad

    (University of Agder)

  • Bente Velle Hellang

    (University of Agder)

  • Annbjørg Håøy

    (Oslo and Akershus University College of Applied Science)

  • Aslaug Kristiansen

    (University of Agder)

  • Gro-Renèe Rambø

    (University of Agder)

Abstract

In this chapter, Toward a more sustainable pre- service teacher education: a study in progress, Claire Vaugelade Berg, Barbro Grevholm, Åse Haraldstad, Bente Velle Hellang, Annbjørg Håøy, Aslaug Kristiansen and Gro-Renèe Rambø argue that: “A sustainable teacher education includes developing pre-service teachers’ awareness of the advantages and consequences of adopting a critical stance: a stance where one looks critically and self-critically at everyday-teaching practice, and aim at improving it in order to achieve pupils’ meaningful understanding of the subject matter.” The aim is to supply teachers with relevant skills that make them become well-qualified teachers. The role of developing values is a core objective in teacher education, and the chapter discusses how teacher education can develop a model with a good relation between theory and practice. Education is thus presented as providing the basis for sustainability.

Suggested Citation

  • Claire Vaugelade Berg & Barbro Grevholm & Åse Haraldstad & Bente Velle Hellang & Annbjørg Håøy & Aslaug Kristiansen & Gro-Renèe Rambø, 2015. "Toward a More Sustainable Pre-service Teacher Education: A Study in Progress," CSR, Sustainability, Ethics & Governance, in: Hans Chr. Garmann Johnsen & Stina Torjesen & Richard Ennals (ed.), Higher Education in a Sustainable Society, edition 127, chapter 0, pages 51-64, Springer.
    • Handle: RePEc:spr:csrchp:978-3-319-15919-5_4
    DOI: 10.1007/978-3-319-15919-5_4
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