Learning for the Future? Effects of Education for Sustainable Development (ESD) on Teacher Education Students

Andersson, Kristin; Jagers, Sverker C.; Lindskog, Annika; Martinsson, Johan

doi:10.3390/su5125135

Cited by 62 publications

(62 citation statements)

References 26 publications

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“…Like these prior studies showed, this could be realized by integrating deeper learning experiences instead of only acquiring new knowledge [128]. Concrete examples could include the integration of external stakeholders and real-world experiences in relevant issues in teacher professional development [129][130][131]. These real-world experiences might connect the cognitive input with interdisciplinary characteristics of the issues and needed affective appeals [132].…”

Section: Affective and Ultimately Transformative Teacher Professionalmentioning

confidence: 97%

Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue

2018

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Biodiversity conservation issues are adequate topics of Education for Sustainable Development (ESD), as they involve ecological, economic and social aspects. But teaching about these topics often challenges teachers due to high factual complexity but also because of additional affective dimensions. As a consequence, teacher professional development in ESD should address these affective components, to better qualify and motivate teachers to integrate conservation issues into their teaching. To investigate behaviourally relevant factors, we selected the context of natural remigration and conservation of the grey wolf (Canis lupus) in Germany and surveyed 120 pre-service biology teachers (M = 23.2 years, SD = 3.3 years) about contextual factors and their motivation to teach about the issue. Participants reported more positive attitudes, higher enjoyment and an increased perceived behavioural control towards teaching the issue in future teachers when they perceived a smaller psychological distance to the issue and an overall higher motivation to protect the species. As this motivation was grounded in more fundamental personality characteristics like wildlife values and attitudes towards wolves, we discuss the central role of these traits as a basis for transformative learning processes and the necessity of a holistic and subject-specific teacher professional development in ESD.

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Section: Affective and Ultimately Transformative Teacher Professionalmentioning

confidence: 97%

Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue

2018

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“…When the study assesses various kinds of ESD-related courses and activities without such categorization, relationships between the outcomes and specific course or activity becomes unclear. As for the weakness of the quantitative research, it does not reveal the mechanisms behind this change [29]. For instance, how in-school factors of the program contributed to the ESD learning outcomes was not clear from the survey results.…”

Section: Strengths and Weaknesses Of Assessment Approachesmentioning

confidence: 98%

Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

et al. 2020

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This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and monitoring SDG4.7 at the institutional level. Within this overarching focus, our review of the literature was designed to identify studies that have looked at both student learning and teacher education related to SDG4.7. This twin focus stems from the recognition that achieving the SDGs will be particularly difficult if policymakers are not attentive to both sides of the learning equation—that is, first, to the ways that teachers learn to teach about issues related to SDG4.7 and, then, the ways that students acquire this knowledge and are assessed. The five findings sections of this review correspond to the five areas of emphasis embedded in the language of SDG4.7, namely, education for (a) sustainable development, (b) human rights, (c) gender equality, (d) promoting of a culture of peace and non-violence, and (e) appreciation of cultural diversity. In accordance with the purpose of this review, the synthesis for each area of emphasis digs into the details of the educational interventions, monitoring and evaluation strategies, and results that are documented in the publications analyzed. Thus, this review can be useful for informing educational or pedagogical approaches related to SDG4.7, as well as for designing monitoring and evaluation tools for the SDGs.

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“…The studies conducted in two Swedish universities by Andersson, Jagers, Lindskog and Martinsson (2013) were identified as examples of ESD training. These consisted in evaluating the effects of an ESD course on student teachers.…”

Section: Evaluation Of Training Experiences In Ee and Esdmentioning

confidence: 99%

Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence

Álvarez-García

Negre

Comas‐Forgas

2015

Journal of Teacher Education for Sustainability

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The importance of pre-service teacher training regarding environmental education (EE) has been vastly demonstrated. This systematic review examined the existing evidence from studies evaluating and analysing the relationship between EE, including environmental competences and pre-service primary school teacher training. The literature review performed included 24 documents (22 peer reviewed journal articles and two doctoral theses). The strategy followed consisted in locating documents by a reliable search strategy; establishing the criteria for the selection of documents to analyse from the documents located and rigorously analysing the documents selected based on clear and precise criteria and dimensions. In general terms, the literature review analysis has emphasised the lack of environmental competences amongst pre-service teacher students and the gaps in the teacher training curriculums regarding EE. The overall scarcity of research in this area, jointly with certain gaps and methodological limitations, affirms the need for strengthening the evidence base.

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Learning for the Future? Effects of Education for Sustainable Development (ESD) on Teacher Education Students

Cited by 62 publications

References 26 publications

Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue

Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue

Achieving and Monitoring Education for Sustainable Development and Global Citizenship: A Systematic Review of the Literature

Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence

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