2020
DOI: 10.2478/jtes-2020-0022
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What Factors Matter for the Sustainable Professional Development of Teachers? Analysis from Four Countries

Abstract: In the 21st century, teachers’ learning is viewed through the lens of sustainable development as a holistic, transformative and collaborative learning process. Acknowledging that teacher professional development is a prerequisite for educational quality, it becomes necessary to look for professional development factors that could be relevant to sustainable professional development. The article explores factors of sustainable professional development of teachers based on data of TALIS 2018 from four Baltic coun… Show more

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Cited by 17 publications
(32 citation statements)
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References 23 publications
(30 reference statements)
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“…Teacher training has been identified as a crucial element of making education systems more responsive to sustainability challenges (Rickinson, 2001;UNESCO, 2016;Brandisauskiene, Cesnaviciene, Miciuliene, & Kaminskiene, 2020). However, there are many challenges in implementing ESD in teacher education.…”
Section: Education For Sustainability In Pre-service Teacher Educationmentioning
confidence: 99%
“…Teacher training has been identified as a crucial element of making education systems more responsive to sustainability challenges (Rickinson, 2001;UNESCO, 2016;Brandisauskiene, Cesnaviciene, Miciuliene, & Kaminskiene, 2020). However, there are many challenges in implementing ESD in teacher education.…”
Section: Education For Sustainability In Pre-service Teacher Educationmentioning
confidence: 99%
“…Working on these challenges and deepen the importance-necessity of ESD, higher education is defined as a key space to offer an effective response, especially when future teachers, key agents in social transformation and progress, are trained at this institution. Following the editorial line of the Journal of Teacher Education for Sustainability (JTES) entitled ìDo JTES Help us to Create Deeper Personal Meanings for Sustainable Education?î (SalÓte et al, 2021), this research work has as a reference the study by Murillo-Vargas et al (2021) that maps the scientific production and contents associated with sustainable development goals and their integration in universities and the research by Brandisauskiene et al (2021) that analyzes the key factors in teacher sustainable development. The importance of incorporating sustainability ëcontentí into curricula by adopting methodologies that encourage values education and the development of critical thinking skills in teacher education is a key and deepens the development of ideas on the phenomenon of sustainability, sustainable education and sustainable development (SalÓte et al, 2021).…”
Section: Introductionmentioning
confidence: 99%
“…Aiming to understanding of outcomes and effectiveness of SPD, a critical literature review was conducted to identify the key criteria/ indicators for the construction of an evaluative framework for SPD. In Brandisauskiene et al's (2020) Ash & Clayton (2009), Griffiths & Tann (1992), Schön (1994), Moon (2005) Inquiry and Research-based Learning Brandisauskiene et al (2020), Kerkham & Hutchison (2004), Wells (2014) Ongoing and Long-term Learning Alkhawaldeh (2017), Brandisauskiene et al (2020), Ilgan et al (2022), Wells (2014) Collaborative Learning…”
Section: Literature Reviewmentioning
confidence: 99%
“…Collaborative learning happens when teachers share ideas, participate in study groups, co-teach courses, observe peers' teaching, exchange best practices, mentor new professionals, and many other cooperative opportunities (Brandisauskiene et al, 2020;Wells, 2014). Most prior studies strongly recommended that collaborative learning is the most critical element of sustainable and effective professional development for teachers (Brandisauskiene et al, 2020;Ilgan et al, 2022;Wells, 2014;Sumaryanta et al, 2019).…”
Section: Literature Reviewmentioning
confidence: 99%
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