Journal ArticleDOI
Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration
TLDR
In this article, the authors consider interdisciplinary approaches to education for sustainable development (ESD) in initial teacher training (ITT) partnerships in the light of recent national policy initiatives.Abstract:
This article considers interdisciplinary approaches to education for sustainable development (ESD) in initial teacher training (ITT) partnerships in the light of recent national policy initiatives. In identifying challenges for interdisciplinary innovation, it brings to bear research evidence from three sources: questionnaires sent to ITT partnership schools; questionnaire surveys of geography and science graduate student teachers; and questionnaire surveys of their school mentors. Key findings are that: schools are not yet well developed as sites for student teacher learning in the domain; student teachers generally have greater understanding of sustainable development than their mentors; geography mentors perceive themselves to be better prepared for mentoring in this area than their science counterparts (who feel ill‐prepared); for both students and mentors, there are significant gaps in understanding of ESD compared with representations found in the literature. Some implications and possible ways forw...read more
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An in-depth literature review of the evolving roles and contributions of universities to Education for Sustainable Development
TL;DR: A literature review and critique of such articles, published between the years 2003-2011, after the declaration of the UN Decade of Education for Sustainable Development (DESD), is presented in this paper.
Journal ArticleDOI
Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals
TL;DR: In this article, a case study is provided to illustrate how to advance interdisciplinary education for sustainable development amongst postgraduate MBA students from different backgrounds, in a course where sustainable development concepts are already embedded across disciplines, and explains how a sustainability and CSR module can encourage students to combine knowledge from all disciplines in order to advance their understanding and action on sustainable development issues.
Journal ArticleDOI
The barriers encountered by teachers implementing education for sustainable development: discipline bound differences and teaching traditions
TL;DR: According to the Swedish curriculum teachers in all subjects have a responsibility to integrate a holistic perspective of sustainable development (SD) and teach according to an educat... as mentioned in this paper, the authors of this paper
Journal ArticleDOI
Approaches to embedding sustainability in teacher education: A synthesis of the literature
TL;DR: In this article, the authors investigated how teacher education academics embed sustainability education in learning and teaching, using a systematic literature review of peer-reviewed journal articles and identified the perceived challenges underpinning each of these approaches.
Journal ArticleDOI
Student teachers' learning about subject matter and pedagogy in education for sustainable development
Graham Corney,Alan Reid +1 more
TL;DR: In this paper, an investigation of student teachers' learning about education for sustainable development (ESD) was conducted using open proformas and interviews from student geography teachers taking the University of Oxford Post-Graduate Certificate in Education (PGCE) in 2003-2004.
References
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Journal ArticleDOI
What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning
Ralph T. Putnam,Hilda Borko +1 more
TL;DR: The authors argue that the shifts in world view that these discussions represent are even more fundamental than the now-historical shift from behaviorist to cognitive views of learning (Shuell, 1986).
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Journal ArticleDOI
Education for Sustainable Development: A Coherent Philosophy for Environmental Education?.
TL;DR: The authors examines some of the ambiguities and tensions that exist within this notion and suggests that its considerable attractions may be outweighed by its lack of clarity with regard to a range of fundamental values and principles which motivate environmental concern.