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

verfasst von

Daniel Fischer, Jordan King, Marco Rieckmann, Matthias Barth, Alexander Büssing, Ingrid Hemmer, Detlev Lindau-Bank

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.

Organisationseinheit(en)

Fachgebiet Didaktik der Biologie

Externe Organisation(en)

Wageningen University and Research
Arizona State University
Universität Vechta
Leuphana Universität Lüneburg
Katholische Universität Eichstätt-Ingolstadt

Typ

Artikel

Journal

Journal of teacher education

Band

73

Seiten

509-524

Anzahl der Seiten

16

ISSN

0022-4871

Publikationsdatum

11.2022

Publikationsstatus

Veröffentlicht

Peer-reviewed

Ja

ASJC Scopus Sachgebiete

Ausbildung bzw. Denomination

Ziele für nachhaltige Entwicklung

SDG 4 – Qualitativ hochwertige Bildung

Elektronische Version(en)

https://doi.org/10.1177/00224871221105784 (Zugang: Offen)