Practice architectures provide a framework for understanding how educators transform theory into action. In a case study based in British Columbia, Canada, participant K-12 educators identified motivations for engaging in food systems education and how these influenced both the content and approaches used in their classrooms. Our study indicates a growing concern among educators for students to understand how food is implicated in a sustainable future and how it connects with an array of environmental, economic, and social issues. Findings from our case study suggest that teachers engage with practice architectures based on specific intentions that shape food systems education.

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了解食品系统教育中的实践架构：案例研究

实践架构为理解教育者如何将理论转化为行动提供了一个框架。在加拿大不列颠哥伦比亚省的一项案例研究中，参与者 K-12 教育工作者确定了参与粮食系统教育的动机以及这些动机如何影响课堂中使用的内容和方法。我们的研究表明，教育工作者越来越关注学生了解食物如何与可持续未来相关以及它如何与一系列环境、经济和社会问题联系起来。我们的案例研究结果表明，教师根据塑造食品系统教育的特定意图参与实践架构。