@incollection{KingRieckmannFischeretal.2022, author = {King, Jordan and Rieckmann, Marco and Fischer, Daniel and Barth, Matthias and B{\"u}ssing, Alexander Georg and Hemmer, Ingrid and Lindau-Bank, Detlev}, title = {International Trends in Research on Environmental and Sustainability Education in Teacher Education}, series = {Encyclopedia of Teacher Education}, booktitle = {Encyclopedia of Teacher Education}, editor = {Peters, Michael A.}, publisher = {Springer Nature}, isbn = {978-981-13-1179-6}, doi = {10.1007/978-981-13-1179-6_468-1}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4268}, publisher = {Hochschule f{\"u}r nachhaltige Entwicklung Eberswalde}, pages = {1 -- 6}, year = {2022}, abstract = {Calls to reorient learning toward sustainability have gained traction in broad agendas such as the United Nations Sustainable Development Goals (SDGs), activating initiatives by national and international organizations such as UNESCO to integrate concerns for sustainability into educational practices. Specifically, teacher education (TE) has been identified as a priority action area to facilitate the mainstreaming of Environmental and Sustainability Education (ESE). This critical role stems from the notion that educating teachers on the concepts, competencies, and pedagogies related to sustainability and ESE can lead to a multiplier effect in spreading the influence of ESE and fostering greater progress toward sustainability on a societal and global level. This has resulted in the increasing need for, and prominence of, Environmental and Sustainability Education in Teacher Education (ESE-TE). As an area of policy, practice, and research, ESE-TE focuses on the integration...}, language = {en} }