Effecting Change Through Learning Networks: The Experience of the UK Teacher Education Network for Education for Sustainable Development (ESD) and Global Citizenship (GC)

Inman, Sally; Mackay, Sophie; Rogers, Maggie; Wade, Ros

doi:10.2478/v10099-009-0057-7

Cited by 6 publications

(4 citation statements)

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“…This includes identifying strategies that more effectively facilitate the integration of ESD into curricula, whole-school approaches, policies, and collaborations (Ferreira et al, 2007). Examples of research in this area suggest that efforts to enhance TESD practices require change processes to be well attuned to their particular contexts (Stir, 2006), as well as the need to align strategies to ESD principles such as being inclusive, systemic, multidimensional, collaborative, and transformative (Inman et al, 2010).…”

Section: Resultsmentioning

confidence: 99%

Teacher Education for Sustainable Development: A Review of an Emerging Research Field

Fischer

King

Rieckmann

et al. 2022

Journal of Teacher Education

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Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a growing field characterized by five types of inquiry: designing learning environments, understanding learner attributes, measuring learning outcomes, promoting systems change, and advancing visions for the field. Major innovation potentials of TESD for more general teacher education are its emphasis on the grand socio-environmental challenges of our times, methodologies to engage with knowledge diversity (e.g., inter/transdisciplinarity), and sustainability science learning approaches (e.g., backcasting). We suggest that future work builds from this review to strengthen links between teacher education and TESD in enhancing quality education.

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Section: Resultsmentioning

confidence: 99%

Teacher Education for Sustainable Development: A Review of an Emerging Research Field

Fischer

King

Rieckmann

et al. 2022

Journal of Teacher Education

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“…Theoretical issues and research in pre-service/in-service teacher education for ESD were dealt with in 18 papers (13%); for instance, ìDeveloping and applying a critical and transformative model to address ESD in teacher educationî (Kostoulas- Makrakis, 2010) and ìEffecting change through learning networks: The experience of the UK teacher education network for ESD and global citizenshipî (Inman, Mackay, Rogers, & Wade, 2010).…”

Section: Research Paradigms (Jtefs 2005ñ2014)mentioning

confidence: 99%

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

Pipere

Veisson

Salīte

2015

Journal of Teacher Education for Sustainability

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This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research (BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the Journal of Teacher Education for Sustainability (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005ñ2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.To achieve its goals, research in any discipline needs to be disseminated both locally and globally, and for novel fields of study, the establishment of academic periodicals designates a certain maturity and illustrates striving towards academic quality and recognition. This extensive paper is the first attempt to focus on research in the field of teacher education (TE) for sustainability through the publications of the Journal of Teacher Education for Sustainability from 2005 to 2014. This period coincides with the UN Decade of Education for Sustainable Development (DESD); therefore, framing the research development in TE in line with local and global needs and contexts.

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“…The present article focuses on K-12 education and leadership, although higher education has an extensive record of engagement with sustainability-related issues (Anderberg, Nordén, & Hansson, 2009;Corcoran & Wals, 2004;Sharp, 2002;Sherren, 2008). Internationally and in the United States, the earliest efforts in K-12 education have focused on environmental education, science, and social studies curriculum through teacher preparation (Ferreira, Ryan, & Tilbury, 2006;Nolet, 2009) and teacher development (Inman, Mackay, Rogers, & Wade, 2011;Rauch & Steiner, 2006;Shallcross et al, 2006) rather than school leadership. Ferreira and colleagues (2006) emphasized the consequence of omitting school leaders in sustainabilityrelated efforts:…”

Section: Sustainability: An Introductionmentioning

confidence: 99%

Ecology, Democracy, and Green Schools: An Integrated Framework

Kensler¹

2012

Journal of School Leadership

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Sustainability is the integration of ecological, social, and economic approaches to ensuring healthy local and global communities for present and future generations. Although environmental science and social studies teachers have assumed primary responsibility for sustainability related programs and initiatives, whole school approaches to teaching and learning about sustainability are emerging in K–12 schools (green schools) all around the world (Henderson & Tilbury, 2004). Whole school and whole systems approaches to sustainability not only teach about sustainability via the curriculum but also encourage the school community to become a vibrant place for together learning how members might live more sustainably. Recent research highlights the importance of school leaders and leadership for successful green schools (Birney & Reed, 2009; Higgs & McMillan, 2006; Pepper & Wildy, 2008; Schelly, Cross, Franzen, Hall, & Reeve, 2010). The purpose of this article is to propose a theoretical framework that integrates democratic and ecological principles for describing, explaining, and predicting a continuum of development from more traditional schools to green schools. It ends with suggestions for future research.

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Effecting Change Through Learning Networks: The Experience of the UK Teacher Education Network for Education for Sustainable Development (ESD) and Global Citizenship (GC)

Abstract: Abstract

Cited by 6 publications

References 0 publications

Teacher Education for Sustainable Development: A Review of an Emerging Research Field

Teacher Education for Sustainable Development: A Review of an Emerging Research Field

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

Ecology, Democracy, and Green Schools: An Integrated Framework

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