International Trends in Research on Environmental and Sustainability Education in Teacher Education

  • 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...

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Metadaten
Author:Jordan King, Marco Rieckmann, Daniel Fischer, Matthias BarthORCiDGND, Alexander Georg Büssing, Ingrid Hemmer, Detlev Lindau-Bank
URN:urn:nbn:de:kobv:eb1-opus-4268
DOI:https://doi.org/10.1007/978-981-13-1179-6_468-1
ISBN:978-981-13-1179-6
Parent Title (English):Encyclopedia of Teacher Education
Publisher:Springer Nature
Editor:Michael A. Peters
Document Type:Part of a Book
Language:English
Year of Completion:2022
Date of first Publication:2022/02/03
Publishing Institution:Hochschule für nachhaltige Entwicklung Eberswalde
Release Date:2023/04/11
First Page:1
Last Page:6
Institutions / Departments:Zentrale Hochschuleinrichtungen
University Bibliography:University Bibliography
Peer-Review / Nicht ermittelbar
Licence (German):License LogoUrheberrechtsschutz
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