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.

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.

scholarly journals Beliefs on the teacher professionalism and teaching models in initial teacher education

2019 ◽  
Vol 24 ◽  
Author(s):  
Rocío Serrano Rodríguez ◽  
Alfonso Pontes Pedrajas ◽  
Elisa Pérez Gracia
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Student Teachers ◽  
Teaching Methods ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Professionalism ◽  
Training Curriculum ◽  
Teaching Models ◽  
Teachers Beliefs

ABSTRACT The aim of this paper is to know student teachers’ beliefs on the teaching profession as well as its relation with diverse teaching methods. A Likert scale questionnaire collected the opinions of 361 students enrolled in the master’s degree in secondary education teacher training. A descriptive methodology was applied through a questionnaire in order to collect the data. The most extended beliefs concerning the teaching profession are identified, emphasising future teachers’ interests in more practical teaching and student-centred approach. This investigation highlights the importance of including within the curriculum of pre-service secondary education teachers, activities that enable students reflect about their own beliefs regarding the teaching profession for the reasons that they are decisive to introduce changes in the teacher training curriculum.

scholarly journals Development of Teachers’ Beliefs as a Core Component of their Professional Identity in Initial Teacher Education: A Longitudinal Perspective

2019 ◽  
Vol 9 (2) ◽  
pp. 119 ◽  
Author(s):  
Vlasta Vizek Vidović ◽  
Vlatka Domović
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Cognitive Theory ◽  
Building Blocks ◽  
Initial Teacher Education ◽  
Professional Beliefs ◽  
Study Programme ◽  
Teachers Beliefs ◽  
Teachers Professional Development

The main aim of this research is to longitudinally examine the shift in teaching students’ professional beliefs about the teacher-pupil role during the course of their studies. The starting assumption has been that teachers’ professional development is largely dependent upon their beliefs about various aspects of their professional role. The beliefs about the teacher-pupil role are the building blocks of teachers’ professional identity, which strongly influence the way they teach and communicate with pupils. The participants in the research are 62 student teachers, from three teacher education faculties, who were prepared to teach in the lower grades of primary school. The research was carried out in two waves, at the beginning and at the end of the five-year study programme. The beliefs were explored using a metaphor technique derived from the cognitive theory of metaphor. The results indicate that exposure to the study programme did not considerably affect the change in the belief orientations, meaning that pre-professional beliefs remained unchanged, especially in the perception of the pupil’s role. That finding has been discussed in relation to the possible implications for the initial teacher education curriculum and its implementation.

scholarly journals Using Participatory Action Research to Develop a Course Module on Education for Sustainable Development in Pre-Service Chemistry Teacher Education

2013 ◽  
Vol 3 (1) ◽  
pp. 59-78
Author(s):  
Mareike Burmeister ◽  
Ingo Eilks
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Participatory Action Research ◽  
Student Teachers ◽  
Student Evaluation ◽  
Education For Sustainable Development ◽  
Chemistry Teacher ◽  
Research Experience ◽  
Participatory Action

This paper describes the development of a course module on sustainability issues and Education for Sustainable Development in German pre-service chemistry teacher education. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and cyclically refined using Participatory Action Research. Experience gained during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded extremely positively to the course. The student teachers stated that the module was interesting, relevant and valuable for their later profession as high school chemistry teachers. They also emphasised that they now felt more competent in the area of sustainability and ESD.

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 Science teacher education for sustainable development: from intensions to realisation

2018 ◽  
Vol 14 (4) ◽  
pp. 350-367
Author(s):  
Kirsti Marie Jegstad ◽  
Astrid Tonette Sinnes ◽  
Sigrid Marie Gjøtterud
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Science Teacher ◽  
Student Teachers ◽  
Teacher Educators ◽  
Participant Observation ◽  
Science Teacher Education ◽  
Education Institution ◽  
Education For Sustainable Development ◽  
Teacher Education Institution

Teacher education programs have an especially important role in reorienting education to realise education for sustainable development (ESD). In this paper, we investigate how ESD can be realised in science teacher education and we present findings from a case study in a Norwegian teacher education institution that has the overall aim of educating teachers who can contribute to sustainable development. Data was collected through participant observation and interviews, and, together with instructional artefacts and student assignments, analysed based on a model for science ESD. The paper provides an example of how ESD can be realised through a strengths model where ESD is founded in the strengths among the teacher educators and existing teaching practices. The results indicate that an emphasis on experiential learning and sociocultural learning theory builds a thorough foundation for ESD. However, the teaching has to be explicit in order to reach all student teachers.

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