@article{FischerKingRieckmannetal.2022, author = {Fischer, Daniel and King, Jordan and Rieckmann, Marco and Barth, Matthias and B{\"u}ssing, Alexander and Hemmer, Ingrid and Lindau-Bank, Detlev}, title = {Teacher Education for Sustainable Development: A Review of an Emerging Research Field}, series = {Journal of Teacher Education}, volume = {Volume 73}, journal = {Journal of Teacher Education}, number = {Issue 5}, publisher = {Sage}, address = {London}, issn = {0022-4871}, doi = {10.1177/00224871221105784}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:eb1-opus-4306}, pages = {509 -- 524}, year = {2022}, abstract = {Abstract 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.}, language = {en} } @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} }