Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability (original) (raw)
Related papers
Journal of Teacher Education for Sustainability
This study aims to explore the research orientation of the papers published in the Journal of Teacher Education for Sustainability (JTES) immediately after the UN Decade of ESD (2015–2018). Through following the guidelines of bibliometric study and literature review, and by grounding on the deductive qualitative and quantitative content analysis, the paper presents the analysis of the main bibliometric indicators and research paradigms in the papers published in JTES. Moreover, the changes in these indicators and paradigms in comparison with those encountered in JTES from 2005 to 2014 were recorded and critically inspected. In general, the study shows the gradual improvement and development of main bibliometric indicators and research paradigms in last four years of JTES. The main recommendations and suggestions provided in the previous study have been implemented and considered in the Journal’s general features and published papers, though, the current exploration indicates also so...
State of the Research on Teacher Education and Sustainability: A Bibliometrics Analysis
Journal of Teacher Education for Sustainability
Qualitative education is one of the key contributors in achieving the goal of sustainability. Several studies mention that the sustainability curriculum and educators can play an immense role in developing awareness in practicing the concept of sustainability. Relatively there is no comprehensive study to typify the recent contributions of teacher education for sustainability. In this light, the aim of the study is to understand the progress of the research on teacher education for sustainability (TES) in terms of growth, evolution, influence and significant research themes. To achieve the aim of the study, 1782 documents indexed in the Scopus database over three decades starting from 1991 to 2020 were analyzed by using bibliometric analysis. The data are visualized in the paper by using VOSviewer and Tableau. Results show that there has been a significant increase in yearly publications and citations over the years, trending research papers, productive authors, institutions and cou...
The Baltic and Black Sea Circle Consortium for educational research (BBCC) was established at the beginning of the Decade of Education for Sustainable Development (2005). BBCC has obtained its name in the Third International Conference Sustainable Development, Culture, Education in the University of Vechta (Germany, 2005). The paper will give insights into preconditions of the establishment of the international network in: (1) the stage before the Decade (2000-2004) when the UNESCO/UNITWIN Chair from Toronto and team from Daugavpils University from Latvia were started to prepare participatory action research for the reorientation teacher education towards the aim of sustainable development and (2) the stage of the Decade (2005 - 2014) when the network and its development continued as an open network for participation. The structure of the network provides the international environment for cooperation and welcomes new participants. The initiative of the network’s foundation was offered by the UNESCO/UNITWIN Chair in Toronto. For the coordination the BBCC actions and self-development the Institute of Sustainable Education (2003) was established in Daugavpils University (DU) and later UNESCO/UNITWIN Chair on Interplay of Tradition and Innovation in ESD were emerged at Daugavpils University (2013). Action research experience was viewed in current article as a complex development process and at the same time as a complex system in which attention on the adaptation and evolution of cooperative relations will be emphasis. Metaphors approach and characterisation of frames of references for reorientation education towards sustainability will be examine in order to find the answers that allow realising reorienting of teacher education towards sustainable development. The analysis will be based on the topics which were discussed in annual BBCC conference Sustainable Development. Culture. Education sections. Conclusions will offer main assumptions from the most significant BBCC network lived experiences in teacher education which is the real heritage from ANO Decade and in future it will serve as the frame of reference for realization of UNESCO/UNITWIN Chair in DU and BBCC actions in education and educational research for sustainable development in action.
Teacher Education for Sustainable Development: A Review of an Emerging Research Field
Journal of Teacher Education, 2022
Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a growing field characterized by five types of inquiry: designing learning environments, understanding learner attributes, measuring learning outcomes, promoting systems change, and advancing visions for the field. Major innovation potentials of TESD for more general teacher education are its emphasis on the grand socio-environmental challenges of our times, methodologies to engage with knowledge diversity (e.g., inter/ transdisciplinarity), and sustainability science learning approaches (e.g., backcasting). We suggest that future work builds from this review to strengthen links between teacher education and TESD in enhancing quality education.
The move to a sustainable future requires that we all learn to live, work and engage with our planet differently. Teacher education has been recognised as one of the most significant catalysts for bringing innovation and sustainability into education and thus supporting learners to contribute to the green transition. This theoretical paper seeks to provide an understanding of the need for, and challenge of, mainstreaming Education for Sustainable Development (ESD) and describes the critical role of teacher education in advancing sustainable development. Drawing on findings of a literature review and case study collection commissioned by the European Commission, the authors identify key challenges and lessons learned to enhance teachers' professional learning in ESD. Future practice is identified to support efforts in this area and help teachers and teacher educators, including mathematics educators, to build competences that better allow them to connect their work and expertise with the sustainability imperative.
Sustainability 10 (11)(4170):14, 2018
Designing the training of future teachers through holistic and interdisciplinary visions is vital to developing coherent contents, epistemologies, and methodologies that put Education for Sustainability into action. The research presented here analyzes the teaching guides from the curriculum for the Master's Degree in Secondary Education Teaching at the Universitat de València (Spain). A collaborative study on the inclusion of sustainability in a selected sample of teaching guides was conducted from an Action/Research methodological approach. The study includes an analysis of the competences identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and their expected contribution to the 17 SDGs in the United Nations 2030 Agenda. The results of this research point to the need to promote collaborative work across disciplines in order to engage teachers in the transition to sustainability and encourage them to participate in the research process.
Editorial: Does Sustainability Languish in Education?
Journal of Teacher Education for Sustainability, 2023
It was another test for the JTES team and the authors whose research was included in this issue of the journal. What will readers take away from this offering, and what will education researchers for sustainable development (ESD) continue to explore in the years to come? The current Anthropocene Era involves a plethora of unsustainable wicked problems already present and it promises to multiply them with the energy determined at the beginning of the epoch. Will we find solutions to the complex and real-abstract problem of sustainability created by human attitudes, diverse activities and actions in nature? With each issue of JTES, the authors of research papers are becoming more open to the question of educating teachers and university teachers for sustainability. Over time, personally relevant research on various issues in teacher education has also become a driving force in the JTES debate. The personal experiences of JTES authors are strengthened year after year and research on the nature of sustainability becomes a foundation for the authorsí participation in JTES discussions to develop a broader perspective on the nature of sustainability and its role in the implementation of education. In this issue, 33 authors from 11 countries share their experiences in education research in 10 articles. The common message that more or less emerges in these articles is the authorsí conviction and call to seek sustainability through open inquiry learning, practiced in a holistic way in which the teacherís engagement with nature and environmental diversity are important, enabling critical and place-based teacher action. The link to sustainability is seen both in broader perspectives and in the specific issues of school and university education. We would like to express our gratitude to the authors of the articles in this issue of the journal for their commitment to explaining the goal and results of their research and for daring to put their research in the perspective of the JTES experience. The perspective of the journal is enhanced year after year through each article published in it with new research ideas on the nature of sustainability that emerge in real educational research for sustainability. By thoroughly examining the JTES articles, it is possible to identify issues that confirm conventional ideas about sustainability and help to confront misunderstandings about the nature of sustainability. JTES articles on the search for the essence of sustainability provide an opportunity to see the personally meaningful and holistic nature of the sustainability phenomenon in a living system. In it, all that is personally meaningful is linked to the sustainability of the whole system, which
International Trends in Research on Environmental and Sustainability Education in Teacher Education
Encyclopedia of Teacher Education, 2022
The purpose of this chapter is to explore international trends emerging in the field of ESE-TE research. The chapter aims to describe the evolution of ESE-TE research by identifying its defining characteristics and purposes, while analyzing what trends suggest for the field’s trajectory. This chapter highlights four aspects of these international trends in ESE-TE research. First, the primary themes in ESE-TE research are presented. Second, the chapter outlines the related fields and different disciplines that ESE-TE research has emerged from and their influence on the field’s features. Third, the distribution of ESE-TE research across different geographical contexts and specific settings is described. Fourth, the chapter explains the common research designs and methods employed in ESE-TE research. At the end, the chapter elaborates on how these trends offer insights that can add to general TE practices and describes the outlook for future needs and developments in ESE-TE research.
Education for Sustainability—Some Bibliometric Insights
Sustainability
The opportunities and challenges related to sustainability impose not only a societal transformation but also a personal one. Higher Education Institutions (HEIs) have great potential to promote sustainability and shape future generations’ skills, knowledge, thinking, and actions. Addressing environmental, social, and economic pillars, education for sustainable development (ESD), or education for sustainability (EfS), is a catalyst for quality education towards a sustainable future. This paper aims to analyze the state of the art and prevailing trends in the scientific literature pertaining to ESD/EfS. In this regard, specific objectives were established to identify the following: (1) authors’ productivity over time; (2) countries’ contribution and collaboration; (3) the most relevant keywords; and (4) the most prominent themes—in terms of relevance and degree of development. To fulfill the research objectives, quantitative research employing bibliometric analysis was carried out in...