Upper secondary school teacher’s experience of transnational school exchange about sustainable development
2010 (English)In: International Conference on Education for Sustainable Development / [ed] Leif Östman, Tungalag Baljir, 2010Conference paper (Refereed)
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:uu:diva-145641OAI: oai:DiVA.org:uu-145641DiVA: diva2:396489
International Conference on Education for Sustainable Development, August 8 - September 3, 2010, Ulaanbaatar, Mongolia
According to the United Nations General Assembly education is an indispensable element for achieving sustainable development. One important perspective of school education for sustainable development is learning by experience contacts with people in other countries through transnational school exchange.
This research study is ongoing during spring 2010 and focus on teacher’s experiences about transnational school cooperation taking place between Swedish schools and schools in different places in the world. The aim with the study is to investigate why teachers make a choice to use international school twinning as a part of their teaching in environmental education, and find important crucial factors which influence the outcome of such projects.
The study is concentrating on teacher’s motive force for involving their students in transnational school exchange about environmental issues and water resources. A part of the investigation is also to elucidate how teachers conceive cultural meeting and co-operation that take place when participating in transnational school exchange projects.
The study is performed as an investigation using semi-structured interviews with Swedish upper secondary school teachers. All interviews are performed on respective teacher’s school. The analysis of the interviews consists of coding followed by a discourse analysis. Focus for the analysis is the teacher’s environmental discourse and the teacher’s philosophy for education.
The investigation show so far that initiative to transnational school cooperation often comes from the teachers themselves but also from school principals and organizations outside school. The study also shows that the maintenance of the school cooperation is depending on efforts from the involved teachers. The teachers involved in such projects consider themselves as important actors for the realization of the project. The main motive force that teachers in the investigation give is that they experience that their student’s personal development is highly improved by international school exchange both through meeting a different culture and having cooperation with young people from another country. The involved teachers also give the opinion that their student’s environmental awareness is improved by experiencing investigations and cooperation in another part of the world. The positive effects from the exchange projects are also considered as mutual for the students in both of the cooperating countries.