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Education for sustainable development (ESD) presents challenges to secondary science teachers. Characteristic aspects such as action-oriented teaching, stance-taking, interdisciplinary problem-solving, and emotional and value-oriented teaching cause tensions for teachers accustomed to traditional science teaching. To help future science teachers face these challenges, understanding how these tensions are rooted in teaching visions is crucial. In the context of teacher education, this study aims to explain pre-service science teachers’ visions on these tension-inducing aspects of ESD. Through a qualitative analysis of interviews and written reflections of ten participants in a course on ESD, we document beliefs and experiences that underlie their visions. A belief that supports teaching ESD is that education should contribute to a sustainable future. Prevalent beliefs that cause tensions with ESD are that education should not impose values; that one’s subject matter knowledge is insufficient; and that the scientific knowledge is unreliable. Experiences from the course that influence these beliefs, are confrontations with visions of peers, pupils, and professionals; exposure to ESD teaching practices; and inquiry into a socio-scientific issue, all of which alleviated tensions. Findings help teacher educators understand pre-service science teachers’ visions and provide suggestions for activities that foster vision development.
Duifhuis et al. (Wed,) studied this question.