Embedding Education for Sustainable Development in Teacher Training

2013 ◽  
Vol 7 (2) ◽  
pp. 253-253
Author(s):  
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Education For Sustainable Development

scholarly journals Higher Pedagogical Education for Sustainable Development in Russia and in France: A New Master’s Degree Programs

2021 ◽  
Vol 295 ◽  
pp. 05019
Author(s):  
Olga Ilina ◽  
Evgeniia Brazhnik
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Master's Degree ◽  
Education For Sustainable Development ◽  
Training System ◽  
Educational Process ◽  
Global Changes ◽  
Degree Programs ◽  
Master's Degree Programs ◽  
Master’S Degree

Higher pedagogical education in Russia and France is currently undergoing modernization. In connection with the new challenges of time, global changes in the world community there is a growing public interest in the problems of sustainable development as the only possible way of civilization movement. Under these conditions, there is a need to improve teacher training, the inclusion of new training modules in the educational process, and the creation of new master’s degree programs. This study aims to analyze the situation by introducing the idea of “education for sustainable development (ESD)” into the organization of higher teacher education, which is constantly reforming in the context of the Bologna process, on the example of two countries - Russia and France. The study identifies the main tendencies of pedagogical education modernization, examines the teacher training system in terms of ESD ideas, considers Master’s programs in universities of Russia and France.

scholarly journals Development of teachers’ professional skills in education for sustainable development

2021 ◽  
Vol 250 ◽  
pp. 07007
Author(s):  
Svetlana Tolstikova ◽  
Larisa Osechkina ◽  
Elena Tabolova ◽  
Galina Travinova
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Age Differences ◽  
Personal Development ◽  
Sustainable Development Goals ◽  
Necessary Conditions ◽  
Education For Sustainable Development ◽  
The Sustainable Development ◽  
Development Goals

The article considers the skills and features of the personal development of a teacher in education for sustainable development (ESD). It contemplates over the influence of age differences on the formation of the professional and communicative culture of a specialist in higher education. Moreover, it describes the necessary conditions for the professional formation of the professional and communicative culture of a teacher in the development and promotion of her or him as a professional that is capable of raise the environmental awareness in students and help them to nourish their sustainable citizenship. In addition, it discusses the role of teacher training in education for sustainable development and stresses the importance of reorienting teacher training to take sustainability into account in the context of education policy and the implementation of the Sustainable Development Goals (SDGs).

scholarly journals Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany

2018 ◽  
Vol 10 (7) ◽  
pp. 2508 ◽  
Author(s):  
Eva-Maria Waltner ◽  
Werner Rieß ◽  
Antje Brock
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Qualitative Content Analysis ◽  
National Level ◽  
Evaluation Study ◽  
Education For Sustainable Development ◽  
Core Element ◽  
Federal States ◽  
National Monitoring ◽  
Global Action

Education for Sustainable Development (ESD) is a core element of UNESCO’s Sustainable Development Goal (SDGs) Target 4.7, which seeks to ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education for sustainable development. The German Federal Ministry for Education and Research (BMBF) followed suit in 2015 and launched a high scale national monitoring of the current state of ESD implementation. In this context, suitable ESD indicators should be analyzed to inform policy and research agendas. The present project is part of the national monitoring within Germany’s Global Action Program (GAP) actions. The research team at the University of Education in Freiburg conducted a study to evaluate the accessibility of data and the measurability of ESD-relevant teacher training (TT). During the two-step procedure for data collection on ESD-relevant TTs in Germany, an extensive list of ESD related search terms first captured 66,935 TTs with possible ESD relevance in the evaluation period. Second, the collected data was analyzed using Mayring’s qualitative content analysis. The 66,935 TTs were thereby reduced to 3818 TTs with different degrees of ESD relevance. The results of the evaluation study show that suitable ESD indicators, the FESD (formula for the ESD-indicator for TTs) (basic), FESD (basic, rated) and FESD (pro), could be developed and calculated for 15 of 16 federal states in Germany. The gathered insights show a path towards ESD monitoring in TT to clarify the needs and achievements of ESD implementation in the field of continuing education of teachers. However, the presented indicators only show a possible path for ESD indicator development. A comprehensive set of ESD indicators should also focus on the micro or output (e.g., ESD competencies) level. These insights for the future seem worth striving for not only in Germany or on the national level but also internationally to foster ESD, Target 4.7 of the SDGs and the SDGs in general.

scholarly journals The Influence of Generation and Experiencing Daily Routines on Educators’ Training

2018 ◽  
Vol 20 (2) ◽  
pp. 89-100
Author(s):  
Jens Hepper
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Qualitative Study ◽  
Education For Sustainable Development ◽  
General Concept ◽  
The Other ◽  
New Approach ◽  
Daily Routines ◽  
The Difference ◽  
Everyday Situation

Abstract This qualitative study follows the two questions, how the factor of the generation, an educator in training belongs to, influences his or her general concept of how sustainability-related lessons should be conducted and how the factor of living in groups influences this as well. For this interviews with 206 students were held and their own educational approaches monitored. In conclusion, this study has three major findings. The first is the attempt to define the difference between the concept of environmental education and environmental instruction, as being different approaches to the same subject, with the latter being less participative and effective, according to this study. The second is, that there is apparently a generational gap between the Generations X, Y, and Z, concerning their approach on this subject. Apparently Education for Sustainable Development is becoming more and more implemented, with each generation. Finally, in-house living in everyday situations can make change towards sustainability happen with students and learners, but the other way is possible to. Considering this, learning in a group in an everyday situation might be a new approach for teacher training in Education for Sustainable Development.

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