Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness

Abstract

While it is generally agreed that teachers can shape student learning outcomes, there remains considerable debate on how national policies and training programmes can best support teacher education to address sustainable development challenges. This study aimed to develop a teaching readiness model with a focus on education for sustainable development. Therefore, the research investigated pre-service teachers’ readiness for fostering education for sustainable development by applying its principles to teaching and learning activities. Pre-service teachers in science, technology, engineering, and mathematics responded to a survey regarding their perception of the readiness for designing, conducting, assessing, and engaging in teaching and learning experiences underpinning sustainable development. The results suggest professional knowledge and practice, professional engagement, and self-management could be considered central dimensions of teachers’ job readiness, each of them encompassing a set of components or vectors. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In regard to professional knowledge, the ability to conduct didactic transposition is the most influential component. The most significant vectors of the professional practice dimension were found to be the ability to design effective evaluation tools and interpret learning outcomes. The research also revealed weak areas of teacher training: the ability to manage students’ disruptive behaviors, to customize learning and to self-regulate teaching emotions.

Towards a Model of Teacher Well-Being from a Positive Emotions Perspective

“…According to previous research findings [28,[42][43][44], autonomy is a central dimension of teacher professionalism. The Organisation for Cooperation and Economic Development (OECD) [43] states that autonomy strongly relates to both decision making and empowerment and 'it recognizes teachers' capacity to make sound professional judgement'.…”

The Influence of Field Training on Pre-service Teachers' Social Skills for Teaching

“…Moreover, the pre-service teachers experienced real teaching practices which improved their communication skills and their collegial relationships with classroom teachers and students. This improvement implies their preparedness for the teaching profession [48].…”

Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania

“…Teaching practice offers an opportunity for preservice teachers to familiarize and act like professional teachers (Kiggundu & Nayimuli, 2009;Komba & Kira, 2013;Mannathoko, 2013). Teaching practice, according to Manasia et al (2020), refers to a session where pre-service teachers translate professional knowledge into practice. This therefore gives pre-service teachers a room to experience teaching professionalism and act like teachers in the ways of communication, content mastery, preparation of teaching and learning materials and getting used with the teaching methods.…”

“…Teaching Practice (TP) is an integral part in teacher education to prepare pre-service teachers and initiate them to the actual teaching environments (Mangope, Otukile-Mongwaketse, Dinama, & Kuyini, 2018;Mannathoko, 2013). According to Manasia, Ianos and Chicioreanu (2020), there are four domains that pre-service teachers are expected to improve during TP; (i) planning and preparation, (ii) classroom environment, (iii) instruction and (iv) professional responsibility. Although TP has been conducted as a requirement for awarding or certification of educational programs, its important role is to enable teachers in training to apply theoretical knowledge developed during the training into practice in real school settings (Aglazor, 2017).…”

“…Furthermore, there are various taxonomies of teacher competences taught to pre-service teachers. These include the subject matters and teaching methodologies applied in delivering lessons (Manasia et al, 2020). During teaching practice, pre-service teachers learn to understand problems as they occur in teaching practices and experience the real teaching process over which they are expected to develop their pedagogical skills and confidence.…”