Working to overcome the fear of student discomfort and peer judgment while teaching for sustainability
Lévy, L. LU and Glessmer, M.S. LU
(2025)
In Nordic journal of STEM education
9(3).
p.300-307
- Abstract
- How we teach is strongly influenced by the culture we teach in, especially what (we believe) our colleagues think is good and acceptable. Understanding the reluctance to changes in teaching practice, including fear of disapproval from colleagues and students, investigating and reappraising those fears, and starting to talk about alternative interpretations is a first step towards overcoming the inertia with inhibits changes in teaching practices that are urgently needed for a sustainable future.
To start these conversations and work towards change, we here present a teaching situation. A teacher, author 1, stepped out of the culturally accepted role according to feedback from a colleague. Triggered by this feedback, the teacher... (More) - How we teach is strongly influenced by the culture we teach in, especially what (we believe) our colleagues think is good and acceptable. Understanding the reluctance to changes in teaching practice, including fear of disapproval from colleagues and students, investigating and reappraising those fears, and starting to talk about alternative interpretations is a first step towards overcoming the inertia with inhibits changes in teaching practices that are urgently needed for a sustainable future.
To start these conversations and work towards change, we here present a teaching situation. A teacher, author 1, stepped out of the culturally accepted role according to feedback from a colleague. Triggered by this feedback, the teacher questioned herself on whether this part of the lecture was appropriate and on how the students perceived the situation, and talked to another colleague, author 2, about the situation. To inform the reflection, we asked students for feedback. We speculate on and discuss the implications of their responses, and invite you to join the conversation. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/6db538a4-7ee9-42dc-b73e-610352ed42ed
- author
- Lévy, L.
LU
and Glessmer, M.S.
LU
- organization
- publishing date
- 2025
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Nordic journal of STEM education
- volume
- 9
- issue
- 3
- pages
- 300 - 307
- ISSN
- 2535-4574
- DOI
- 10.5324/njsteme.v9i3.6304
- language
- English
- LU publication?
- yes
- id
- 6db538a4-7ee9-42dc-b73e-610352ed42ed
- date added to LUP
- 2025-08-26 07:56:06
- date last changed
- 2025-09-29 11:49:54
@article{6db538a4-7ee9-42dc-b73e-610352ed42ed,
abstract = {{How we teach is strongly influenced by the culture we teach in, especially what (we believe) our colleagues think is good and acceptable. Understanding the reluctance to changes in teaching practice, including fear of disapproval from colleagues and students, investigating and reappraising those fears, and starting to talk about alternative interpretations is a first step towards overcoming the inertia with inhibits changes in teaching practices that are urgently needed for a sustainable future.<br/><br/>To start these conversations and work towards change, we here present a teaching situation. A teacher, author 1, stepped out of the culturally accepted role according to feedback from a colleague. Triggered by this feedback, the teacher questioned herself on whether this part of the lecture was appropriate and on how the students perceived the situation, and talked to another colleague, author 2, about the situation. To inform the reflection, we asked students for feedback. We speculate on and discuss the implications of their responses, and invite you to join the conversation.}},
author = {{Lévy, L. and Glessmer, M.S.}},
issn = {{2535-4574}},
language = {{eng}},
number = {{3}},
pages = {{300--307}},
series = {{Nordic journal of STEM education}},
title = {{Working to overcome the fear of student discomfort and peer judgment while teaching for sustainability}},
url = {{http://dx.doi.org/10.5324/njsteme.v9i3.6304}},
doi = {{10.5324/njsteme.v9i3.6304}},
volume = {{9}},
year = {{2025}},
}