Science and technology teacher education in a global world

Abstract

This chapter gives a summary of the findings and issues arising from the book. Within the ambit of comparative and international studies in education and reflecting on the four aims of the book, we point out some similarities and differences in theoretical perspectives, policies, curricula and pedagogical practices in science and technology teacher education for sustainable development, between South Africa and Sweden. We posit that, in this era of the Anthropocene, science and technology teacher education need to be pragmatically reformed, innovated and changed in order to develop teachers with the necessary knowledge and skills for future professional practice. Our recommendation is that for both the North and the South, policies and curricula must make science and technology education for sustainable development (STESD) explicit rather than implicit. Further, we suggest for future research in STESD to investigate such issues as comparing the sustainability competences of students and teachers in the North and the South, curriculum models and pedagogical practices, which promote teachers’ and learners’ competences in sustainability. This, in our view, will go a long way towards achieving the goals of the UN's agenda 2030.