Issues in developing a new university course in sustainability within teacher education

In 2008 the law on Teacher Educationin Iceland was changed. Since then, to receive a licence to teach at preschool, compulsory school or upper secondary school level one needs a master’s degree instead of a bachelor degree. In 2011 a new national curriculum was issued in Iceland for all three school...

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Bibliographic Details
Main Author: Pálsdóttir, Auður
Other Authors: Menntavísindasvið (HÍ), School of Education (UI), Háskóli Íslands, University of Iceland
Format: Conference Object
Language:English
Published: LUMA Centre 2017
Subjects:
Online Access:https://hdl.handle.net/20.500.11815/811
Description
Summary:In 2008 the law on Teacher Educationin Iceland was changed. Since then, to receive a licence to teach at preschool, compulsory school or upper secondary school level one needs a master’s degree instead of a bachelor degree. In 2011 a new national curriculum was issued in Iceland for all three school levels. Two major changes were introduced. One is that the National Curriculum defines competence criteria for each subject area and each subject, i.e. all learning is based on learning outcomes as is in the context of university education. The other is six fundamental pillars/concerns of education, sustainability being one of them. These fundamental concerns should be an intrinsic part of and evident in all educational activity, thus visible in the content of school subjects and fields of study, both regarding the knowledge and the skills that children and youth are to acquire.In this case study the design and first execution of a new transdisciplinary university course about sustainability and education within teacher education in Iceland is examined