Sustainability in vocational teacher education

An epistemological contribution to interdisciplinary integration of sustainability

Abstract

Today’s sustainability challenges are complex and urgent and demand a radical response in order to maintain the earth system in a state that is hospitable to human societies as we know them. Acknowledging the need for a more thorough treatment of this subject, an interdisciplinary integration of sustainable development has recently been included as a compulsory subject in the Norwegian school system. The article investigates the challenges that this interdisciplinary integration represents for vocational teacher education, and what the prerequisites are, if the students shall be able to promote a sustainable future through their professional work. The basic values of the Norwegian school system are here interpreted in the light of the current sustainability crises, and the investigation proceeds as a critical hermeneutic discussion of the challenges, where new themes and subject areas subsequently are included.

It is argued that in order to achieve the societal transformation that is required, values and worldviews need to be changed; a change that also applies to the basic values and priorities of the educational system. Accordingly, the further discussion takes a holistic worldview, represented by the concept ecoliteracy, as a starting point, and elaborates on the consequences and challenges that this implies for vocational teacher education. These challenges include the need for a reorientation of the role of the vocational teacher, with integration of sustainability issues in all aspect of the vocational subject: knowledge, skills and ethics. Finally, the need for a new trans-contextual didactic approach is discussed.