Incorporating Sustainable Development Issues in Teaching Practice

The article is devoted to education of future green engineers for achieving sustainable development in green manufacturing industry. It outlines that green engineering is an important industry which aim is to reduce consumption, to save resources, and to achieve sustainable development in manufacturing. Green manufacturing puts forward new requirements for the training future green engineers. The article reveals the concepts of educating future green engineers. Specifical attention is paid to the improvement of the teaching system training of future green engineers, strengthening the teaching staff, changing the teaching mode, strengthening teaching practice and practical training for achieving teaching goals. The authors conclude that it is necessary to clarify the goals of training of future green engineers, and to establish reform the teaching content of green engineering course.

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Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

Sustainability ◽

10.3390/su132111887 ◽

2021 ◽

Vol 13 (21) ◽

pp. 11887

Author(s):

Eveliina Asikainen ◽

Annukka Tapani

Keyword(s):

Teacher Education ◽

Sustainable Development ◽

Transformative Learning ◽

Teaching Practice ◽

Qualitative Content Analysis ◽

Education For Sustainable Development ◽

Entrepreneurial Education ◽

Teacher Students ◽

Vocational Teacher

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

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A Study on Singapore Chinese Language Teachers’ Professional Proficiency and Training Needs for Sustainable Development

Journal of Teacher Education for Sustainability ◽

10.1515/jtes-2017-0015 ◽

2017 ◽

Vol 19 (2) ◽

pp. 69-89

Author(s):

Yun Wen ◽

Jing Wu

Keyword(s):

Sustainable Development ◽

Teaching Practice ◽

Chinese Language ◽

Training Needs ◽

Language Teachers ◽

Chinese Language Teachers ◽

Service Training ◽

Singapore Chinese ◽

Explanatory Mixed Methods ◽

And Training

AbstractContinuous professional development can help teachers become responsible mentors for sustainable education. Taking into account subject characteristics and concentrating on investigation of professional proficiency and training needs of the Chinese language teachers in Singapore, this study seeks to shed light on providing more targeted in-service training and workplace learning support for teachers to attain the goals for sustainable development. An explanatory mixed methods approach was adopted in this study. A total of 1054 Chinese language teachers completed the questionnaire on subject content and professional knowledge, Chinese teaching practice and pedagogy, and knowledge of technology and its application. Focus group discussions and interviews of 112 teachers were conducted to further explore the results from the survey data. The findings of the study provide insights into shaping the forms and priorities of in-service training for teachers to be a powerful agent of sustainable teaching.

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What Does Education for Sustainable Development Offer in Initial Teacher Training? A Systematic Review

Journal of Teacher Education for Sustainability ◽

10.2478/jtes-2021-0008 ◽

2021 ◽

Vol 23 (1) ◽

pp. 99-114

Author(s):

Ma del Carmen Pegalajar-Palomino ◽

Antonio Burgos-García ◽

Estefania Martinez-Valdivia

Keyword(s):

Systematic Review ◽

Sustainable Development ◽

Qualitative Methodology ◽

Teaching Practice ◽

Scientific Evidence ◽

Education For Sustainable Development ◽

Future Teachers ◽

Education Students ◽

Scientific Databases ◽

Agent Of Change

Abstract Promoting Education for Sustainable Development (ESD) in higher education implies an improvement and quality in the exercise of responsible citizenship, being the key in the training of future teachers as the main agent of change and transition towards sustainability in society. The aim of this study is to collect and analyze scientific evidence on the attitudes, competences and training of future teachers towards ESD. Therefore, a qualitative methodology has been carried out based on a systematic review of the most important scientific databases (WoS and Scopus). One of the most interesting results shows that there are favorable attitudes of our education students towards sustainability and their commitment to the environment. However, we can conclude that, in the training of our teachers, there is a deficit in the development of professional skills needed to implement ESD (teaching practice) to contribute to social welfare.

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Environmental Education: A Place in the Curriculum?

The New Zealand Annual Review of Education ◽

10.26686/nzaroe.v0i14.1496 ◽

2004 ◽

Author(s):

Rachel Bolstad

Keyword(s):

Sustainable Development ◽

New Zealand ◽

Environmental Education ◽

Teaching And Learning ◽

Teaching Practice ◽

School Curriculum ◽

Education For Sustainable Development ◽

Curriculum Project ◽

Place Based Education ◽

Oriented Approach

This article examines the place of environmental education/education for sustainable development (EE/ESD) in the school curriculum. Despite international calls for EE/ESD to form the pillar of a re-oriented approach to school curriculum, teaching, and learning, in most schools the principles of EE/ESD are poorly understood, and it occupies a marginal place in curriculum and teaching practice. This article considers the “place” of EE/ESD in the New Zealand curriculum, and the potential to align EE/ESD with a “place-based” education (PBE) approach in New Zealand schools. Current directions from the New Zealand Curriculum Project may create new possibilities for this to occur.

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Pertinencia de los programas de formación para la actualización docente en el marco de la socioformación y el desarrollo social sostenible / Relevance of training programs for teachers updating in the framework of socio-formation and sustainable social development

Runas. Journal of Education and Culture ◽

10.46652/runas.v1i1.9 ◽

2020 ◽

pp. 35-43

Author(s):

José Rosendo Alvarado Vázquez ◽

Josemanuel Luna-Nemecio

Keyword(s):

Sustainable Development ◽

Social Development ◽

Training Program ◽

Teacher Educators ◽

Teaching Practice ◽

Training Programs ◽

Face To Face ◽

Documentary Analysis ◽

The Face ◽

The Impact

El propósito del presente artículo es realizar un análisis documental a partir de una reflexión conceptual de evaluación desde la socioformación, donde las rúbricas permiten evaluar el desempeño, e identificar el impacto que tienes los cursos presenciales con sus respectivas características en los formadores activos. Para la metodología se tuvieron en cuenta las categorías, y subcategorías que se emplearon para eficientizar la información puesta en la cartografía conceptual al estudiar un concepto o teoría a partir de documentos. Respecto a los resultados, existe una distancia entre los cursos que se imparten a los docentes y la forma de llevarlos a su práctica docente, además de ausencia y pertinencia en temas sustanciales sobre el desarrollo sostenible. Se concluye que aun cuando a los formadores de docentes activos se les ofrece un programa de capacitación, se siguen reproduciendo contenidos programáticos desde su óptica, de lo que a su juicio el estudiante deberá aprender. The purpose of this article is to carry out a documentary analysis from a conceptual reflection of the evaluation from the socioformation, where the rubrics allow to evaluate the performance and to identify the impact that the face-to-face courses with their respective characteristics have on active trainers. For the methodology, the categories and subcategories that were used to make the information put into the conceptual cartography efficient when studying a concept or theory from documents were taken into account. Regarding the results, there is a distance between the courses that are taught to teachers and the way to take them to their teaching practice, in addition to the absence and relevance of substantial topics on sustainable development. Conclusions: Even when active teacher educators offer them a training program, programmatic content continues to be reproduced from their perspective, from which, in their opinion, the student must learn.

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Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge

Sustainability ◽

10.3390/su12187741 ◽

2020 ◽

Vol 12 (18) ◽

pp. 7741

Author(s):

Esther García-González ◽

Rocío Jiménez-Fontana ◽

Pilar Azcárate

Keyword(s):

Sustainable Development ◽

Student Teachers ◽

Sustainable Development Goals ◽

Teaching Practice ◽

Three Dimensions ◽

Education For Sustainability ◽

Training Process ◽

The Sustainable Development ◽

Teachers Perceptions ◽

Development Goals

The purpose of this study is to explore the change in the perceptions of pre-service teachers after participating in a training process on Education for Sustainability. The research was conducted during academic year 2019–2020 in the context of the Master’s Degree in Educational Research for Teachers’ Professional Development. The changes related to Education for Sustainability, the knowledge of the Sustainable Development Goals, and methodological strategies to integrate both were analysed. An initial and a final questionnaire as well as the activities developed by the students during the course were used to gather information. An analysis was performed of three dimensions (Education for Sustainability, the Sustainable Development Goals, and methodological strategies) with the help of the NVivo 12 Plus software programme. The results show progress was made in all three dimensions. The most significant changes were detected with regard to the knowledge of the Sustainable Development Goals, and the majority of the student teachers indicated they knew them on completing the training process. Their perception of Education for Sustainability evolved towards more complex views, while the methodological strategies proposed at the end of the training process did not differ significantly from the initial ones. This shows it is imperative to insist on training processes that include methodological strategies. By doing so, future educational professionals will be able to incorporate Education for Sustainability into their teaching practice.

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Impacto de la Capacitación del Programa de Formación de Académicos en la Facultad de Mecánica y Eléctrica de la Universidad Veracruzana, Zona Poza Rica Tuxpan

Revista Gestión Universitaria ◽

10.35429/jum.2019.9.3.9.14 ◽

2019 ◽

pp. 9-14

Author(s):

Luz María Ramos-González ◽

Guadalupe Bauza-Mendoza ◽

Gabriel Juárez-Morales ◽

Juan Rodrigo Laguna-Camacho

Keyword(s):

Sustainable Development ◽

Teaching Practice ◽

Positive Impact ◽

Academic Staff ◽

Field Research ◽

Academic Training ◽

Training Courses ◽

Teachers Training ◽

Academic Training Program ◽

Disciplinary Area

The Universidad Veracruzana, through its academic training program (PROFA), provides training courses and / or disciplinary and pedagogical updates to academic staff at the Faculty of Mechanical and Electrical Engineering of the Poza Rica-Tuxpan area, which counts with 38 teachers, to whom, every semester period, they are offered and implemented training courses. This article aims to demonstrate how relevant and sufficient these courses have been, from the academic perspective. To do this, quantitative field research was carried out through surveys applied to 20 teachers equivalent to 52.6% of the population. Of this sample, 50% think teachers training is more focused on pedagogical than disciplinary courses. 65% of the teachers surveyed mention that the training has met their expectations and the 95% that has had a positive impact on their teaching practice. It is concluded that the areas to be reinforced are the management of software and TIC, sustainable development, administrative scope and disciplinary area, which defines a precise panorama on the next courses to be offered.

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Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness

Sustainability ◽

10.3390/su12010166 ◽

2019 ◽

Vol 12 (1) ◽

pp. 166 ◽

Cited By ~ 4

Author(s):

Loredana Manasia ◽

Maria Gratiela Ianos ◽

Teodora Daniela Chicioreanu

Keyword(s):

Sustainable Development ◽

Learning Outcomes ◽

Teaching And Learning ◽

Teaching Practice ◽

Professional Knowledge ◽

Education For Sustainable Development ◽

Positive Influence ◽

And Mathematics ◽

Support Teacher ◽

Training Programmes

While it is generally agreed that teachers can shape student learning outcomes, there remains considerable debate on how national policies and training programmes can best support teacher education to address sustainable development challenges. This study aimed to develop a teaching readiness model with a focus on education for sustainable development. Therefore, the research investigated pre-service teachers’ readiness for fostering education for sustainable development by applying its principles to teaching and learning activities. Pre-service teachers in science, technology, engineering, and mathematics responded to a survey regarding their perception of the readiness for designing, conducting, assessing, and engaging in teaching and learning experiences underpinning sustainable development. The results suggest professional knowledge and practice, professional engagement, and self-management could be considered central dimensions of teachers’ job readiness, each of them encompassing a set of components or vectors. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In regard to professional knowledge, the ability to conduct didactic transposition is the most influential component. The most significant vectors of the professional practice dimension were found to be the ability to design effective evaluation tools and interpret learning outcomes. The research also revealed weak areas of teacher training: the ability to manage students’ disruptive behaviors, to customize learning and to self-regulate teaching emotions.

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Reflections on developing a collaborative multi-disciplinary approach to embedding education for sustainable development into higher education curricula

Emerald Open Research ◽

10.35241/emeraldopenres.14303.1 ◽

2021 ◽

Vol 3 ◽

pp. 24

Author(s):

Scott Strachan ◽

Louise Logan ◽

Debra Willison ◽

Rod Bain ◽

Jennifer Roberts ◽

...

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Business School ◽

Teaching Practice ◽

Education For Sustainable Development ◽

Professional Services ◽

Traditional Teaching ◽

Sustainability Challenges ◽

The University ◽

Selection Of

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation. This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

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