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

• Main Author: Pálsdóttir, Auður
• Format: Article in Journal/Newspaper
• Language: English
• Published: University of Helsinki, Finland / LUMA Centre 2017
• Subjects: Iceland
• Online Access: https://journals.helsinki.fi/lumatb/article/view/1170

In 2008 the law on Teacher Education in 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.