This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education.

This unique book compares anthropogenic challenges in science and technology teacher education between the northern and southern contexts of Sweden and South Africa, respectively.

Presenting the results of a three-year research collaboration between science and technology teacher education researchers from South Africa and Sweden, the book explores theoretical perspectives and pedagogical experiences in response to challenges in the Anthropocene. It discusses research-informed practice in teacher education to address sustainable development. Chapters in the book collectively investigate the influence of current environmental and societal changes on the education of teachers, answering the question of how science and technology teacher education can adjust to current changes in the world and prepare new teachers for work in their future profession. Touching on issues such as climate change, global warming and pandemic diseases, the book uses a comparative approach and explores opportunities and possibilities for fulfilling the goals of science and technology education for sustainable development.　

The book offers recommendations and opportunities to implement sustainability issues and develop sustainable teaching strategies. It will be a key reading for researchers, academics and post-graduate students in the fields of teacher education, science and technology education, sustainability education and comparative education.

Table of Contents

Lists of figures

List of tables

Contributors

Preface

Foreword

Acknowledgements

A list of key terms

Introduction to the book

Miranda Rocksén, Elaosi Vhurumuku, Maria Svensson, Emmanuel Mushayikwa and Audrey Msimanga

Part I: Theoretical Perspectives, Policies and Curricula in Science and Technology Teacher Education

Sustainability in science and technology teacher education: A review of the literature

Miranda Rocksén, Elaosi Vhurumuku and Maria Svensson

Science and technology teacher education in South Africa and Sweden: A comparison of linked policies and curricula

Suresh Kamar Singh, Anna Maria Hipkiss, Portia Kavai, Kassahun Weldemariam, Nina Christenson and Washington Dudu

(Re)thinking teacher education in the Anthropocene: Perspectives from South Africa and Sweden

Kassahun Weldemariam, Nina Christenson, Alexina Thorén Williams, Emmanuel Mushayikwa and Suresh Kamar Singh

Linguistic opportunities and challenges of teaching science for sustainability in multilingual contexts

Audrey Msimanga, Miranda Rocksén and Anna Maria Hipkiss

Part II: Experiences and Pedagogical Practices in Science and Technology Teacher Education

Application of the design process in the light of the Anthropocene: A conceptual study

Malose Kola, Maria Svensson and Ann-Marie von Otter

Discussing pedagogical content knowledge and ESD for science teaching: Bridging theory and practice in the Anthropocene

Sally Windsor, Maria Svensson, Washington Dudu and Marlene Sjöberg

Exploring a South African and a Swedish teacher-education programme of Biology teachers for ESD: A comparative study

Portia Kavai, Alexina Thorén Williams and Maria Tsakeni

Culturally embodied learning as instructional practices in science education: Different contexts and different meanings

Emmanuel Mushayikwa, Miranda Rocksén, Sakyiwaa Danso Boateng, Samuel Khoza and Git Börjesson

Digital competence with respect to ESD for science and technology student teachers: A study of a South African and a Swedish university

Anne-Marie Cederqvist, Ann-Marie von Otter, Portia Kavai and Samuel Khoza

Science and technology teacher education in a global world: Concluding remarks

Elaosi Vhurumuku, Miranda Rocksén, Maria Svensson, Audrey Msimanga and Emmanuel Mushayikwa

Index

This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education.