Christoforatou, E.;
(2021)
Teacher education for sustainable development within national frameworks: Squaring the circle from a German perspective.
International Journal of Development Education and Global Learning
, 13
(1)
pp. 1-15.
10.14324/IJDEGL.13.1.01.
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Abstract
This article deals with the question of how teacher education and teacher training in Germany – of which many aspects have been fragmentized – can nevertheless provide teachers with an adequate opportunity to systematically develop their professional competences in the field of education for sustainable development (ESD). Based on current education policy goals and relevant empirical research, the article offers a theory intended to cause coherence between three phases of teacher education and training in Germany, thereby integrating academic theory and ESD practice more consistently. Particular attention is given to teacher educators, educational managers, researchers and decision makers, who often have not acquired solid expertise in the specific area of ESD themselves. Their active inclusion is the key success factor in the intrinsic processes regarding organizational development at teacher education institutions.
| Type: | Article |
|---|---|
| Title: | Teacher education for sustainable development within national frameworks: Squaring the circle from a German perspective |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/IJDEGL.13.1.01 |
| Publisher version: | https://doi.org/10.14324/IJDEGL.13.1.01 |
| Language: | English |
| Additional information: | © 2021 Christoforatou. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited. |
| Keywords: | teacher education and training, education for sustainable development, change management, educational policy, conceptual approach, transformative learning |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10132603 |
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