Background
In the Curriculum for Knowledge Promotion (LK20), sustainable development is defined as an overall cross-curricular theme, part of the fundamental values and principles of education. Students are expected to acquire knowledge and action competencies, as well as develop skills such as problem-solving, critical thinking, and collaboration.
Several factors influence how education on sustainable development takes place in individual schools and municipalities, such as local goals and policies, school organization, teachers' competencies, and financial resources. At the same time, an increasing number of actors with various levels of expertise in sustainability have emerged in recent years. Some of them are active contributors focused on schools. Such collaborations and structures within and across schools can be valuable for teachers' education.
About the project
This PhD project follows the work in a municipality over time. The purpose of the project is to investigate opportunities and challenges related to the development of teachers' education on sustainable development. It aims to provide knowledge about factors influencing education on sustainable development at multiple levels, and it will shed light on structures within the municipality that support this work.
Throughout the project, internal and external actors in Asker municipality will be identified through participation in meetings at various schools in the municipality. Furthermore, a selection of teachers will be recruited for interviews about their experiences of participating in networks related to education on sustainable development. The project will be carried out through field observations, interviews, conversations, and document analysis.
The doctoral project is led by Neha Singh Gabrielsen. The project supervisors are Ingvill Rasmussen and Ole Smørdal at the Department of Education, University of Oslo.
Duration
2022-2026