University teachers’ digital stories of sustainable development: A method for learning to teach

Kirjoittajat

  • Satu Hakanurmi Turun yliopisto
  • Mari Murtonen Turun yliopisto
  • Tuire Palonen Turun yliopisto

Avainsanat:

sustainable development, digital storytelling, education for sustainable education, positioning, identity, university teaching, pedagogical skills

Abstrakti

In order to help teachers teach sustainability more effectively, we need more knowledge about both their understanding of suitable pedagogical methods and their own positioning in regard to sustainable development. This qualitative research focuses on how teachers see themselves as educators of sustainability and how they experience creative methods such as digital storytelling in supporting their learning. Interviews were carried out with nine university teachers during a staff training course on sustainable development and how it is best taught and learnt. Findings indicate that teachers’ positioning in regard to the teaching of sustainable development varied according to their discipline and their understanding of its four dimensions, namely ecological, social, economic and cultural. Digital storytelling thus proved to be a promising method for supporting holistic learning and teachers’ self-positioning in regard to education concerning this complex domain. However, some restrictions exist in relation to resource-taking and teachers’ need for additional support.

Osasto
Tiedeartikkelit

Julkaistu

2022-01-03

Viittaaminen

Hakanurmi, S., Murtonen, M., & Palonen, T. (2022). University teachers’ digital stories of sustainable development: A method for learning to teach. Ammattikasvatuksen Aikakauskirja, 23(4), 48–60. https://doi.org/10.54329/akakk.113321