ABSTRACT

The paper investigates how teacher trainees in higher education geography and external, non-scientific partners perceive and experience collaborations in an active teaching and learning approach. Such formats are recommended in education for sustainable development (ESD) but are likely to be challenging experiences for all actors involved. The study analysed two transdisciplinary-oriented courses, where future teachers in geography and primary social and science education collaborated with civil society partners. Semi-structured interviews were conducted with 24 students and partners; course evaluations complemented the database. The analysis identified several approaches to collaboration and aspects that either led to intensive collaboration or challenged its transdisciplinary character. Furthermore, the study revealed the interdependencies between the external partners’ expectations, their motives and the perceived effects of the collaborations. The partners anticipated a wide range of expectations, some of which went beyond what the students could reasonably deliver. Our analysis also showed that the collaborations enabled students to learn, experience and reflect on an active teaching and learning approach to ESD. We conclude that transdisciplinary-oriented courses can oscillate along the spectrum between “nice try” and “valuable initiative”. The paper ends with recommendations for shaping and delivering transdisciplinary-oriented courses effectively.

摘要

本文调查了高等教育地理学的受训教师和外部、非科学合作伙伴如何在积极的教学方法中感知和体验合作。可持续发展教育 (ESD) 建议采用此类格式，但可能对所有相关参与者都具有挑战性。该研究分析了两门面向跨学科的课程，未来的地理和初级社会和科学教育教师与民间社会伙伴合作。对 24 名学生和合作伙伴进行了半结构化访谈；课程评价补充了数据库。该分析确定了几种协作方法以及导致密集协作或挑战其跨学科特征的方面。此外，该研究揭示了外部合作伙伴的期望、他们的动机和合作的感知效果之间的相互依存关系。合作伙伴预计会有广泛的期望，其中一些超出了学生可以合理提供的范围。我们的分析还表明，合作使学生能够学习、体验和反思积极的 ESD 教学方法。我们得出结论，跨学科课程可以在“不错的尝试”和“有价值的主动性”之间摇摆不定。本文最后提出了有关有效塑造和提供跨学科课程的建议。其中一些超出了学生可以合理提供的范围。我们的分析还表明，合作使学生能够学习、体验和反思积极的 ESD 教学方法。我们得出结论，跨学科课程可以在“不错的尝试”和“有价值的主动性”之间摇摆不定。本文最后提出了有关有效塑造和提供跨学科课程的建议。其中一些超出了学生可以合理提供的范围。我们的分析还表明，合作使学生能够学习、体验和反思积极的 ESD 教学方法。我们得出结论，跨学科课程可以在“不错的尝试”和“有价值的主动性”之间摇摆不定。本文最后提出了有关有效塑造和提供跨学科课程的建议。