TY - CHAP A1 - King, Jordan A1 - Rieckmann, Marco A1 - Fischer, Daniel A1 - Barth, Matthias A1 - Büssing, Alexander Georg A1 - Hemmer, Ingrid A1 - Lindau-Bank, Detlev ED - Peters, Michael A. T1 - International Trends in Research on Environmental and Sustainability Education in Teacher Education T2 - Encyclopedia of Teacher Education N2 - 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... Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:eb1-opus-4268 SN - 978-981-13-1179-6 SP - 1 EP - 6 PB - Springer Nature ER - TY - JOUR A1 - Fischer, Daniel A1 - King, Jordan A1 - Rieckmann, Marco A1 - Barth, Matthias A1 - Büssing, Alexander A1 - Hemmer, Ingrid A1 - Lindau-Bank, Detlev T1 - Teacher Education for Sustainable Development: A Review of an Emerging Research Field JF - Journal of Teacher Education N2 - 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. KW - Teacher Education for Sustainable Development; teacher education research methodology; assessment; international teacher education; learning environment; systematic literature review Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:eb1-opus-4306 SN - 0022-4871 VL - Volume 73 IS - Issue 5 SP - 509 EP - 524 PB - Sage CY - London ER -