Känslor och värderingar i NO-lärares arbete med hållbar utveckling i grundskolan : En intervjustudie om lärares tankar och hanteringsstrategier kring känslor och etiska aspekter i undervisningen om hållbar utveckling

Sammanfattning

The purpose of this study is to examine how certified science teachers´ in grades 4–6 perceive and manage students' emotions in education about sustainable development, as well as which strategies, challenges and ethical considerations are brought to the fore in this type of education. This has been investigated through nine semi-structured interviews with qualified middle school teachers´ who teach science subjects. The results show that teachers´ face a challenge in that only a limited range of emotions is expressed in teaching about sustainable development, even though they would like to see more emotional engagement in the classroom. Another challenge highlighted in the result concerns maintaining neutrality in such teaching; while teachers´ strive to be neutral, this can be difficult to achieve. The results also indicate that teachers´ generally work by listening, validating, and attempting to moderate students’ emotions, as well as emphasizing a sense of hope in order to counteract and manage negative emotions in the classroom. Based on these results, several conclusions have been drawn with support from previous research. One conclusion is that teachers who incorporate positive feelings such as hope into their teaching are likely to create education that fosters interest and understanding. Another conclusion is that it is difficult to remain completely neutral in teaching, despite this being an aspiration for teachers. A further conclusion is creating openness in the classroom, as well as developing students’ critical thinking and encouraging discussion.