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    <id>426</id>
    <completedYear>2022</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1</pageFirst>
    <pageLast>6</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>bookpart</type>
    <publisherName>Springer Nature</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>2022-02-03</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">International Trends in Research on Environmental and Sustainability Education in Teacher Education</title>
    <abstract language="eng">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.&#13;
&#13;
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...</abstract>
    <parentTitle language="eng">Encyclopedia of Teacher Education</parentTitle>
    <identifier type="doi">10.1007/978-981-13-1179-6_468-1</identifier>
    <identifier type="isbn">978-981-13-1179-6</identifier>
    <identifier type="urn">urn:nbn:de:kobv:eb1-opus-4268</identifier>
    <licence>Urheberrechtsschutz</licence>
    <author>Jordan King</author>
    <author>Marco Rieckmann</author>
    <author>Daniel Fischer</author>
    <author>Matthias Barth</author>
    <author>Alexander Georg Büssing</author>
    <author>Ingrid Hemmer</author>
    <author>Detlev Lindau-Bank</author>
    <collection role="institutes" number="">Zentrale Hochschuleinrichtungen</collection>
    <collection role="Hochschulbibliographie" number=""/>
    <collection role="Hochschulbibliographie" number="">Nicht ermittelbar</collection>
    <thesisPublisher>Hochschule für nachhaltige Entwicklung Eberswalde</thesisPublisher>
  </doc>
  <doc>
    <id>430</id>
    <completedYear>2022</completedYear>
    <publishedYear/>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>509</pageFirst>
    <pageLast>524</pageLast>
    <pageNumber/>
    <edition/>
    <issue>Issue 5</issue>
    <volume>Volume 73</volume>
    <type>article</type>
    <publisherName>Sage</publisherName>
    <publisherPlace>London</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>2022-07-03</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Teacher Education for Sustainable Development: A Review of an Emerging Research Field</title>
    <abstract language="deu">Abstract&#13;
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.</abstract>
    <parentTitle language="eng">Journal of Teacher Education</parentTitle>
    <identifier type="doi">10.1177/00224871221105784</identifier>
    <identifier type="urn">urn:nbn:de:kobv:eb1-opus-4306</identifier>
    <identifier type="issn">0022-4871</identifier>
    <licence>Creative Commons - CC BY-NC - Namensnennung - Nicht kommerziell 4.0 International</licence>
    <author>Daniel Fischer</author>
    <author>Jordan King</author>
    <author>Marco Rieckmann</author>
    <author>Matthias Barth</author>
    <author>Alexander Büssing</author>
    <author>Ingrid Hemmer</author>
    <author>Detlev Lindau-Bank</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Teacher Education for Sustainable Development; teacher education research methodology; assessment; international teacher education; learning environment; systematic literature review</value>
    </subject>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Zentrale Hochschuleinrichtungen</collection>
    <collection role="Hochschulbibliographie" number=""/>
    <collection role="Hochschulbibliographie" number="">Zweitveröffentlichung</collection>
    <collection role="Hochschulbibliographie" number="">Referiert</collection>
    <thesisPublisher>Hochschule für nachhaltige Entwicklung Eberswalde</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-hnee/files/430/sj-docx-1-jte-10.1177_00224871221105784.docx</file>
    <file>https://opus4.kobv.de/opus4-hnee/files/430/sj-docx-2-jte-10.1177_00224871221105784.docx</file>
    <file>https://opus4.kobv.de/opus4-hnee/files/430/00224871221105784.pdf</file>
  </doc>
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