scholarly journals Comparing education for sustainable development in initial teacher education across four countries

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Neus (Snowy) Evans ◽  
Hilary Inwood ◽  
Beth Christie ◽  
Eva Ärlemalm-Hagsér
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Comparative Study ◽  
Design Methodology ◽  
Education For Sustainable Development ◽  
Initial Teacher Education ◽  
Content Type ◽  
The Individual ◽  
Comparative Inquiry ◽  
Compare And Contrast

Purpose The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts – Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Design/methodology/approach A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in ITE to some extent. Comparing and contrasting approaches has revealed learnings focussed on ESD in relation to governance and regulation, practices and leadership. Research limitations/implications Making comparisons between different contexts is difficult and uncertain and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in ITE will be better understood and overcome if countries can learn from one another. Originality/value Scrutinising different approaches is valuable for broadening views about possibilities and understanding how policies and initiatives translate in practice.

scholarly journals Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?

2021 ◽  
Vol 13 (16) ◽  
pp. 8973
Author(s):  
Douglas Bourn ◽  
Nese Soysal
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Education For Sustainable Development ◽  
Initial Teacher Education ◽  
Body Of Knowledge ◽  
Policy Debates ◽  
Agents Of Change ◽  
Transformative Approach ◽  
Pedagogical Approaches

Education for Sustainable Development (ESD) is a feature of academic and policy debates within initial teacher education around the world. A theme within these debates is the extent to which ESD is more than just a body of knowledge, and if it suggests different pedagogical approaches which may be prevalent in most countries. Another feature of these debates is whether ESD can be seen as suggesting a transformative approach as opposed to a transmissive approach. As a qualitative study, using examples from research and evidence gathered in England and Turkey through document analysis, this article identifies both the opportunities and challenges for teacher education courses using ESD as a means for promoting a distinctive pedagogical approach and whether they can be seen as posing transformative learning.

Practicing the integration of education for sustainable development (ESD) into the school curriculum

2016 ◽  
Vol 18 (4) ◽  
pp. 219-245
Author(s):  
Stephanie W. Lee ◽  
Samson C.W. Ma ◽  
Ngok Lee
Keyword(s):  
Sustainable Development ◽  
Hong Kong ◽  
Design Methodology ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Learning Activities ◽  
Student Work ◽  
Content Type ◽  
School Subjects ◽  
Precise Distribution

Purpose The purpose of this paper is to examine efforts made by the UNESCO Hong Kong Association (UNESCOHK) in integrating education for sustainable development (ESD) into school subjects and into the curriculum in 2009-2016. It investigates: the distribution and development of the three key components of environment, society and economy in student work, and in school assessment reports; the relevancy level of ESD learning to school subjects; the condition in Hong Kong in practicing the integration of ESD learning into the school curriculum; and the practices of integration of ESD learning into the school curriculum in Hong Kong and other countries. Design/methodology/approach Grounded theory is deployed to analyze the distribution and development of ESD as understood by students and schools, and the application of knowledge acquired through school subjects to ESD learning activities undertaken by students and schools. Findings The study succeeds in identifying the precise distribution and development of the three key components of environment, society and economy in ESD, and in establishing the level of relevancy of ESD learning activities to school subjects and to the school curriculum. UNESCOHK’s initiative is in line with the general trend adopted by countries to integrate ESD into the school curriculum. Research limitations/implications The scope of investigation is limited to ESD learning activities in eight schools and to one single economy. Social implications The study facilitates attempts to reorientate the lifestyles of students and their parents. Originality/value The study is a pioneering work in Hong Kong to integrate ESD learning into school subjects, which is in alignment with the trend to integrate ESD into the school curriculum.

scholarly journals Case studies of lesson and learning study in initial teacher education programmes

2016 ◽  
Vol 5 (2) ◽  
pp. 78-83 ◽  
Author(s):  
Penny Lamb ◽  
Po Yuk Ko
Keyword(s):  
Teacher Education ◽  
Case Studies ◽  
Design Methodology ◽  
National Policy ◽  
Initial Teacher Education ◽  
Learning Study ◽  
Special Issue ◽  
Content Type

Purpose – The integration of Lesson and Learning Study within initial teacher education programmes is still evolving and subject to many constraints (Parks, 2008). The purpose of this paper is to introduce the special issue which intends to stimulate and facilitate continued growth and interest in fostering models of Lesson and Learning Study within initial teacher education programmes. Design/methodology/approach – The guest editors present each of the papers and introduce key themes and concepts. Findings – The collection of papers shows the richness and value of embracing Lesson and Learning Study within initial teacher education programmes; whilst being mindful of the challenges and constraints inherent in the nature of national policy towards the training of teachers. Originality/value – The collection of papers contribute to existing literature exploring the effectiveness and impact of Lesson and Learning Study within initial teacher education.

scholarly journals The interdisciplinary use of blogs and online communities in teacher education

2016 ◽  
Vol 33 (3) ◽  
pp. 142-158 ◽  
Author(s):  
Helen Caldwell ◽  
Rebecca Heaton
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Staff Development ◽  
Communities Of Practice ◽  
Online Communities ◽  
Design Methodology ◽  
Initial Teacher Education ◽  
Teaching Staff ◽  
Content Type ◽  
The University

Purpose – Online learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue. Design/methodology/approach – This paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools. Findings – The paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted. Originality/value – Focused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.

scholarly journals Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development

2019 ◽  
Vol 11 (7) ◽  
pp. 1993 ◽  
Author(s):  
Thomas Dahl
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Student Teachers ◽  
Education For Sustainable Development ◽  
Initial Teacher Education ◽  
Teacher Professionalism ◽  
Teachers Beliefs ◽  
The Status ◽  
Education Today ◽  
Environmentally Sound

The importance of embedding education for sustainable development has been emphasised over many years. At the same time, there has been a massive call for initial teacher education to provide all student teachers with the core of professional competences. What is the status of teacher education today in embedding education for sustainable development and how does it relate to the focus on professional competencies in teacher education? A total of 578 student teachers in seven different teacher education programmes in Europe were surveyed, measuring the students’ beliefs in their ability to work as teachers, as well as their ability to teach in ways that value sustainability and promote environmentally sound ways of living. The results of the survey show that student teachers feel well prepared to handle many aspects of teacher professionalism, but less prepared to educate for sustainability. The survey also indicates that student teacher training in educating for sustainability is not integrated in their other training and is generally just added on.

Motivating students and lecturers for education in sustainable development

2015 ◽  
Vol 16 (3) ◽  
pp. 385-401 ◽  
Author(s):  
Karel F. Mulder ◽  
Didac Ferrer ◽  
Jordi Segalas Coral ◽  
Olga Kordas ◽  
Eugene Nikiforovich ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Behavioral Change ◽  
Design Methodology ◽  
Individual Autonomy ◽  
Main Stream ◽  
Paper Briefly ◽  
Content Type ◽  
The Individual ◽  
Practical Implications

Purpose – This paper aims at identifying factors that could contribute to the motivation of students in sustainable development (SD) education. The underlying idea of the paper is that SD education is not always as attractive among students and lecturers as many would like it to be. Design/methodology/approach – The paper briefly reviews literature regarding behavioral change for long-term benefits. It identifies four motivators that could be effective to make people pursue longer-term objectives. It identifies if these motivators were present in five cases of successful SD education. Findings – The four motivators for students that were identified in the literature review (a sense of autonomy, a challenge of reflection on the future role, connection with others, self-fulfillment, focus on the individual learning need) could be observed in the cases of successful SD education, although to various degrees. Individual autonomy in learning was not observed, but group autonomy was present in all cases. Research limitations/implications – The case studies were all electives. It is unclear how the motivators could work out in mandatory courses. Moreover, the curriculum as a whole will affect the success of single courses. Successful courses being “the exception” of the curriculum might be judged differently if they would be part of the curriculum in which such courses would be the main stream. Further research is required to check if the motivators are effective in mandatory and not specifically SD-targeted courses. It is also not clear how various motivators could be applied most effectively in a curriculum. Practical implications – The paper gives guidance to lecturers and educational managers to design attractive and effective SD education. Originality/value – The paper treats SD education from a novel perspective: how to convey a credible behavioral message, and how to motivate students for education for SD.

Education for sustainable development in Vietnam: lessons learned from teacher education

2016 ◽  
Vol 17 (6) ◽  
pp. 853-874 ◽  
Author(s):  
Thi Kinh Kieu ◽  
Jane Singer ◽  
Tracey Jean Gannon
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Developing Countries ◽  
Formal Education ◽  
Low Cost ◽  
Education For Sustainable Development ◽  
Lessons Learned ◽  
Future Research ◽  
Content Type

Purpose The purpose of this paper is to identify challenges in education for sustainable development (ESD) implementation in teacher education institutions (TEIs) in Vietnam and propose some appropriate solutions to advance ESD in training teachers toward sustainability. Design/methodology/approach The authors interviewed ten lecturers and 75 students in five TEIs across Vietnam and organized focus groups to obtain qualitative data which were coded to identify themes and provide quantitative results for analysis. Findings ESD-related topics were included in both formal and non-formal education. However, there remains a wide gap between ESD cognition and ESD teaching capacity among teacher trainees due to the prevalence of top-down pedagogy, large classes and poor facilities. Through strengthening collaboration among multiple stakeholders, TEIs should achieve more effective ESD approaches. Research limitations/implications Future research is required to examine the role of non-formal educational educators, NGOs, for instance, in training teachers about ESD. Practical implications Low-cost initiatives generating from the paper may be applied in higher education institutions, particularly in training teachers across developing countries. Social implications The paper analyses the key role of lecturers in ESD implementation and promotion which should be useful for ESD educators. Originality/value The paper points out current challenges in ESD implementation in TEIs in Vietnam and suggests some solutions which may be applied in ESD teaching education in other developing countries.

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