Approaches to embedding sustainability in teacher education: A synthesis of the literature

Evans, Neus; Stevenson, Robert B.; Lasen, Michelle; Ferreira, Jo-Anne; Davis, Julie M.

doi:10.1016/j.tate.2017.01.013

Cited by 179 publications

(172 citation statements)

References 69 publications

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“…These key competencies linked to sustainability can be summarized in seven points ( Figure 1) that make visible the integral perspective of what educating for sustainability means [2,3,5,33]. From a competency perspective, ESD is a great challenge and, at the same time, a great opportunity, since it is in line with education's ultimate goal: to prepare students for their future and to assume their responsibility in it [34][35][36].…”

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confidence: 99%

“…To achieve the ESD objectives, it is essential to rethink educational methodologies, since it is necessary for students to acquire competencies and sustainable values through teaching-learning processes that place them as active subjects for their education and that encourage participatory and democratic processes [17,18]. 'This imperative is further emphasized by UNESCO's Education Strategy (2014-2021), which outlines three strategic objectives: (1) to develop education systems and support educators to foster quality and inclusive lifelong learning for all, by improving learning processes and outcomes, (2) to empower learners to be creative and responsible global citizens by, for instance, strengthening education for sustainable development, and (3) to shape the future education agenda by rethinking education for the future' ( [35], p. 406, [37]).…”

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confidence: 99%

“…ESD cannot be based solely on the inclusion of content about sustainability in the curriculum, but that global changes are required in the very conception of the educational process, introducing significant changes in didactics [34,35,38]. 'The environmental (biophysical) dimension of sustainability has been traditionally overemphasized in SD curriculum integration.…”

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confidence: 99%

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A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

2019

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Currently, all members of the educational community have a relevant role in the development of professional competences on the sustainability of students. This is supported by the findings obtained by different research studies carried out in different countries and which show the need to characterize and evaluate the practice of EGS as key agents in the training and counseling of teachers on sustainability topics, which, in turn, is the goal of this study. To address this, we have conducted an exploratory study based on the case study of EGS members in the metropolitan area of Granada (Spain) that has helped us to profile the professional practice of its members in the development of professional competences in Education for Sustainable Development (ESD). Answers to a questionnaire provided by 43 teachers who are linked to the EGS have been investigated in addition to an interview to six formal members of the EGS. Results evidence that transmit some values over others correlates positively with the type of competences for sustainability that they promote. Therefore, this shows the interrelation of these competencies with the teaching-learning process and, consequently, with the promotion of an education for sustainability. We conclude that counseling on participatory methodologies, working on values, competences, and curricular sustainability, as well as the cross-curricular nature of the content that is imparted, are the most effective ways from which these teacher guidance services can promote the development of professional competences linked to sustainability in schools.

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confidence: 99%

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A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

2019

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“…Education for sustainable development (ESD) is not a new concept; it has been developed as part of a general sustainability discourse in which education plays an important role [1]. Teachers hold the key to the development of future generations, and need to master the tools for unlocking the potential of young people.…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking Development—A Necessary Step in Higher Education Transformation towards Sustainability

2018

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Education for sustainable development has been addressed by professionals, authorities, and a number of research studies in the last decades, and yet the results are not clearly visible. Teachers as agents of a new mindset do not seem to understand the ways of approaching raising awareness of the issues of global challenges. This study investigated the possibility of raising the extent of applying critical thinking to the problem-solving issues of a group of student teachers in their initial training. The sample consisted of 48 student teachers. Both qualitative and quantitative methods were used: namely, a questionnaire, content analysis, and focus group interviews. An archive of the students' materials was also used for content analysis. In the data analysis, inter-rater reliability, as well as parametric (t-test) and non-parametric tests (Mann-Whitney U test) were applied. The results of the study provide evidence of the positive impact of the use of case studies in teaching pre-service teachers on the development of their critical thinking skills. It can be concluded that it should not be taken for granted that teachers automatically know how to develop the competencies that are necessary for sustainable development (SD). Instead, teacher education institutions need to incorporate thorough training that focusses on education for sustainable development (ESD) into the entire teacher programme in order to make sure that the teachers leave their initial training well prepared for guaranteeing Sustainable Development Goals (SDGs).

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“…The relationship between these two experiences and practices is framed in a coherent curriculum and program to connect with graduate outcomes from teacher education (Loughran, 2014). Teacher education is conducted by instilling sustainable education through a broad approach by linking with the growing curriculum field in the workplace, strengthening core courses, analyzing the core components of school subjects and analyzing the broadly needed elective courses (Evans, Stevenson, Lasen, Ferreira, & Davis, 2017). The teacher professional skills can be illustrated through their resilience in carrying out the aforementioned professional duties (Day, 2014).…”

Section: Introductionmentioning

confidence: 99%

Debriefing Program for Prospective Elementary School Teachers in Developing Learning Aids

Hamdu

Sopandi²,

Nahadi³

2018

IJLTER

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Abstract. This research was conducted to develop a debriefing program for prospective elementary school teachers in order to develop contextbased learning aids and its assessment. Reeves Design Based Research (DBR) model was employed as a research design, and its data were processed descriptively. A field needs analysis was conducted to students who have taught at school through an analysis of common learning aids and questionnaires. Early debriefing programs were developed based on field needs analysis. The trial of the debriefing program was conducted in two phases, i.e. to final year students through conventional lectures and alumni who have taught in elementary school. Trials with different subjects aim at providing an alternative form of debriefing activities that could be used for prospective elementary school teachers. Reflection was done to evaluate the developed debriefing program. The result of this program was in the form of the stages of debriefing implementation, debriefing materials, and the procedures of debriefing program implementation.

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Approaches to embedding sustainability in teacher education: A synthesis of the literature

Cited by 179 publications

References 69 publications

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context

Critical Thinking Development—A Necessary Step in Higher Education Transformation towards Sustainability

Debriefing Program for Prospective Elementary School Teachers in Developing Learning Aids

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