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A Case Study Research of Teacher Education Institutions

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A Case Study Research of Teacher Education Institutions Master thesis in Sustainable Development 238 Examensarbete i Hållbar utveckling Mainstreaming Education for Sustainable Development in Botswana: A Case Study Research of Teacher Education Institutions Jesse Schrage DEPARTMENT OF EARTH SCIENCES INSTITUTIONEN FÖR GEOVETENSKAPER Master thesis in Sustainable Development 238 Examensarbete i Hållbar utveckling Mainstreaming Education for Sustainable Development in Botswana: A Case Study Research of Teacher Education Institutions Jesse Schrage Supervisor: Frans Lenglet Evaluator: Neil Powell Copyright © Jesse Schrage and the Department of Earth Sciences, Uppsala University Published at Department of Earth Sciences, Uppsala University (www.geo.uu.se), Uppsala, 2015 Content Introduction ................................................................................................................................... 1 1. The context of the study ............................................................................................................ 3 1.1 The southern African human development and economic context .................................................... 3 1.2 The Southern African environmental context .................................................................................... 4 1.3 The ESSA program............................................................................................................................. 4 1.3.1 The programme ........................................................................................................................... 4 1.3.2 Programme implementation ........................................................................................................ 6 1.3.3 Approach ..................................................................................................................................... 7 1.3.4 The Change Projects initiated in the Republic of Botswana ....................................................... 7 1.4 The Republic of Botswana ................................................................................................................. 9 2. Literature Review: ESD in Southern Africa......................................................................... 11 2.1 Educational context in the SADC ............................................................................................... 11 2.2 Education for Sustainable Development in Southern Africa ............................................................ 11 2.2.1 International context and discourses of SD ............................................................................... 12 2.2.2 International discourse on ESD ................................................................................................. 14 2.2.3 ESD and EE in the SADC ......................................................................................................... 15 2.3 Educational context in Botswana ..................................................................................................... 16 2.3.1 Historical Development ............................................................................................................. 16 2.3.2 National and international Influences ........................................................................................ 17 2.3.3 ESD and EE ............................................................................................................................... 18 2.3.4 National teacher education ........................................................................................................ 19 3. Theoretical framework ........................................................................................................... 20 3.1 Introduction: evaluative framework ................................................................................................. 20 3.2 Theory of change .............................................................................................................................. 22 3.3 Theory of human capability .............................................................................................................. 25 3.4 Theory of social learning .................................................................................................................. 27 3.5 Theory of transformative learning .................................................................................................... 30 3.6 Discussion on the evaluative framework .......................................................................................... 32 4. Research approach .................................................................................................................. 34 4.1 Position of the Researcher ................................................................................................................ 34 4.2 The case study approach ................................................................................................................... 34 4.3 Research methods ............................................................................................................................. 35 4.3.1 Research process ....................................................................................................................... 35 4.3.2 Individual interviews ................................................................................................................. 35 4.3.3 Focus group ............................................................................................................................... 36 4.3.4 Document analysis ................................................................................................................... 377 4.3.5 Field notes ................................................................................................................................. 37 4.4 Data familiarization and analysis ..................................................................................................... 37 4.4.1 Transcription process ................................................................................................................. 37 4.4.2 Data analysis .............................................................................................................................. 38 4.5 Ethical considerations ....................................................................................................................... 39 4.5.1 Ethical issues associated with the interviews ............................................................................ 39 4.5.2 Ethical issues associated with the focus groups ........................................................................ 40 4.5.3 Understanding my own biases and perceptions ......................................................................... 40 ii 4.5.4 Conclusion ................................................................................................................................. 41 5. Data analysis and discussion .................................................................................................. 42 5.1 Introduction ...................................................................................................................................... 42 5.2 A wider perspective .......................................................................................................................... 42 5.3 ESSA and teaching practices ............................................................................................................ 46 5.3.1 A change in teaching practices? ................................................................................................ 46 5.3.2 A change in understanding ........................................................................................................ 50 5.3.3 Conclusion ................................................................................................................................. 52 5.4 Mainstreaming environmental and sustainable education in Botswana ........................................... 53 5.4.1 Capacity of change project teams .............................................................................................. 53 5.4.2 Institutional environment ........................................................................................................... 57 5.4.3 The wider environment .............................................................................................................. 58 5.4.4 Conclusion ................................................................................................................................. 59 5.5 Reflections and Recommendations .................................................................................................. 60 5.5.1 Towards a model ....................................................................................................................... 60 5.5.2 Utility of the evaluative framework ........................................................................................... 60 5.5.3 Recommendations ..................................................................................................................... 61 Chapter 6 Conclusion ................................................................................................................. 63 Acknowledgements .................................................................................................................... 655 References
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