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Teacher Education for Sustainable Development: A Review of an Emerging Research Field

  • 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 betweenAbstract 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.show moreshow less

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Metadaten
Author:Daniel FischerORCiD, Jordan KingORCiD, Marco RieckmannORCiD, Matthias BarthORCiDGND, Alexander BüssingORCiD, Ingrid Hemmer, Detlev Lindau-Bank
URN:urn:nbn:de:kobv:eb1-opus-4306
DOI:https://doi.org/10.1177/00224871221105784
ISSN:0022-4871
Parent Title (English):Journal of Teacher Education
Publisher:Sage
Place of publication:London
Document Type:Article
Language:English
Year of Completion:2022
Date of first Publication:2022/07/03
Publishing Institution:Hochschule für nachhaltige Entwicklung Eberswalde
Release Date:2023/04/11
Tag:Teacher Education for Sustainable Development; teacher education research methodology; assessment; international teacher education; learning environment; systematic literature review
Volume:Volume 73
Issue:Issue 5
First Page:509
Last Page:524
Institutions / Departments:Zentrale Hochschuleinrichtungen
open_access (DINI-Set):open_access
University Bibliography:University Bibliography
Zweitveröffentlichung
Peer-Review / Referiert
Licence (German):License LogoCreative Commons - CC BY-NC - Namensnennung - Nicht kommerziell 4.0 International
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