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Using thematic analysis of focus group interviews and written individual reflections from 12 student teachers, the study identifies that success requires a multifaceted approach combining technological and sustainability knowledge, personal values, pedagogical competence, critical thinking, and transformative teaching practices.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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 \nAnne-Marie Cederqvist, Halmstad University, Sweden Per Högström, Halmstad University, Sweden  \nAbstract  \nTechnology education in primary schools must integrate sustainable development to provide young learners with the basic knowledge, skills, and values to understand, appreciate and contribute to a sustainable future. This integration prepares them for the challenges of a rapidly changing world, promotes responsible use of technology and fosters a sense of environmental responsibility from an early age. However, for this to happen, teacher education needs to adopt strategies that empower student teachers to seamlessly integrate sustainable development into technology education and equip them with environmentally and socially responsible attitudes. The aim of this study is to explore what needs to be addressed in teacher education to prepare student teachers to teach technology integrated with sustainability. The study is part of a project where to develop a teaching module that will prepare student teachers to teach technology in primary schools, with special attention to how student teachers develop relationships between technology education and sustainable development. The study includes 12 student teachers enrolled in a science and technology course. Data were collected in several steps, including focus group interviews, and written individual reflections by student teachers. Based on thematic analysis, we identified what student teachers experience as crucial to being able to teach technology with a sustainability edge. The results show that preparing student teachers to teach technology with a sustainability edge requires a multifaceted approach that integrates knowledge of technology and sustainable development with personal values, pedagogical competence, critical thinking competency, and the adoption of transformative teaching practices.  \nKeywords  \nTechnology education, Sustainable development, Teacher education, Student teachers, Primary school  \nIntroduction  \nTechnology education has an important role to play in developing pupils’ understanding of the technology they encounter in their everyday lives. Today, technology education includes raising pupils’ awareness of sustainability issues related to the use and design of technology. The integration of sustainable development in technology education is crucial for pupils as it equips them with future-oriented skills, environmental awareness, and ethical considerations. It promotes critical thinking, informed decision-making, and global citizenship, and prepares pupils to be the agents of change needed for a sustainable future (Leicht et al., 2018) . Therefore, there is a need for education to reflect on pedagogies and strategies to equip pupils with sustainability knowledge to meet the promises and challenges of the future. However, a study by Dahl (2019), based on data from seven European countries, shows that teachers feel  \nless prepared when it comes to teaching about sustainability and sustainable lifestyles. An important step in preventing such problems in technology education is to provide student teachers with both theoretical and practical knowledge of technology and to help them transform this into teaching technology in which sustainability is more explicitly integrated (Dahl, 2019; Pavlova, 2013; Pegalajar-Palomino et al., 2021) . Further, research on student teachers’ perspectives on teaching technology emphasises the need for a better understanding of how student teachers perceive the technology content they are expected to teach and suggests that teachers develop a significant portion of their subject matter knowledge during teacher education (see, for example, Courtney et al., 2017; Hallström & Klasander, 2017; McGlashan & Wells, 2013) .  \nIn a larger project, we are addressing these issues through a collaboration between te","cbCaiqWTliQDtP6Q","https://ap.wps.com/l/cbCaiqWTliQDtP6Q","pdf",329684,18,"English","# Abstract\n# Introduction\n# Background\n## Technology Education and the Preparation of Future Technology Teachers","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study explores what teacher education must address to prepare student teachers to teach technology integrated with sustainability.\"},{\"question\":\"How was data collected for the study?\",\"answer\":\"Data were collected in multiple steps, including focus group interviews and written individual reflections by 12 student teachers.\"},{\"question\":\"What do the results indicate about preparing student teachers?\",\"answer\":\"Preparing student teachers to teach technology with a sustainability edge requires a multifaceted approach that combines knowledge, values, pedagogical competence, critical thinking, and transformative teaching practices.\"}]","Empowering Student Teachers to Teach Technology with a Sustainability Edge - Crucial Aspects to Address in Teacher Education | PDF",1792090641,45]