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Epistemic beliefs and conceptions of competence in education for sustainable development


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Title: Epistemic beliefs and conceptions of competence in education for sustainable development
Authors: Grice, Marie
E-mail: marie.grice@gu.se
marie.grice@uddevalla.se
Issue Date: 7-Jan-2022
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession
Parts of work: Paper I Grice, M., & Franck, O. (2014). A phronesian strategy to the education for sustainable development in Swedish school curricula. Journal of Education for Sustainable Development. 8(1), 29–42.
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Paper II Grice, M. (2014). Epistemic beliefs and knowledge creation among uppersecondary students in transdisciplinary education for sustainable development. Nordidactica. (1), 146–169.

Paper III Grice, M., & Franck, O. (2017). Conceptions of ethical competence in relation to action readiness in education for sustainable development. Reflective Practice. 18(2), 256–267.
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Paper IV Grice, M. (2017). Philosophizing with transdisciplinarity, relational knowledge and ethics in education for sustainable development, In O. Franck and C. Osbeck (Eds.) Ethical Literacies and Education for Sustainable Development: Young people, subjectivity, and democratic participation. Cham: Palgrave Macmillan.
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Paper V Grice, M., Mogren, A., Grantz, H., & Gericke, N. (2018) Kompetenser för lärare inom utbildning för hållbar utveckling – konstruktion av ett enkätinstrument [Teacher competences in education for sustainable development – the development of a questionnaire instrument]. Pedagogisk forskning i Sverige, 23(3–4), 262–289.

Paper VI Grice, M., & Franck, O. (manuscript, 2021) Focusing on moral literacy and normative competence in education for sustainable development.
Date of Defence: 2022-01-28
Disputation: Fredagen den 28 januari 2022, kl. 13.00, Sal BE015, Pedagogen hus B
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
465
Keywords: education for sustainable development
epistemic beliefs
teachers' ESD competences
measuring instruments
exploratory factor analysis
philosophizing with
ethical competence
action readiness
Abstract: Education for sustainable development (ESD) raises critical questions regarding what knowledge should be taught and what the learning outcomes should be. The aim of this thesis is to explore epistemological, ethical and critical dimensions of ESD. There are two empirical sites. One is a transdisciplinary educational project with upper-secondary Swedish students (n=208) from 16 different schools, the other involves teachers (n=158) at a large Swedish upper-secondary school implementing ESD. ... more
ISBN: 978-91-7963-087-4 (tryckt)
978-91-7963-088-1 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/69896
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för didaktik och pedagogisk profession

 

 

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