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

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Teacher Education for Sustainable Development : A Review of an Emerging Research Field. / Fischer, Daniel; King, Jordan; Rieckmann, Marco et al.

In: Journal of Teacher Education, Vol. 73, No. 5, 01.11.2022, p. 509-524.

Research output: Journal contributionsScientific review articlesResearch

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Fischer D, King J, Rieckmann M, Barth M, Büssing A, Hemmer I et al. Teacher Education for Sustainable Development: A Review of an Emerging Research Field. Journal of Teacher Education. 2022 Nov 1;73(5):509-524. doi: 10.1177/00224871221105784

Bibtex

@article{5d2959d4fb7c4d2984d118be6c3a70b8,
title = "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 between teacher education and TESD in enhancing quality education.",
keywords = "assessment, international teacher education, learning environment, systematic literature review, Teacher Education for Sustainable Development, teacher education research methodology, Sustainability education",
author = "Daniel Fischer and Jordan King and Marco Rieckmann and Matthias Barth and Alexander B{\"u}ssing and Ingrid Hemmer and Detlev Lindau-Bank",
note = "Publisher Copyright: {\textcopyright} 2022 American Association of Colleges for Teacher Education.",
year = "2022",
month = nov,
day = "1",
doi = "10.1177/00224871221105784",
language = "English",
volume = "73",
pages = "509--524",
journal = "Journal of Teacher Education",
issn = "0022-4871",
publisher = "National Commission on Teacher Education and Professional Standards",
number = "5",

}

RIS

TY - JOUR

T1 - Teacher Education for Sustainable Development

T2 - A Review of an Emerging Research Field

AU - Fischer, Daniel

AU - King, Jordan

AU - Rieckmann, Marco

AU - Barth, Matthias

AU - Büssing, Alexander

AU - Hemmer, Ingrid

AU - Lindau-Bank, Detlev

N1 - Publisher Copyright: © 2022 American Association of Colleges for Teacher Education.

PY - 2022/11/1

Y1 - 2022/11/1

N2 - 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.

AB - 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 - assessment

KW - international teacher education

KW - learning environment

KW - systematic literature review

KW - Teacher Education for Sustainable Development

KW - teacher education research methodology

KW - Sustainability education

UR - http://www.scopus.com/inward/record.url?scp=85133635922&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/91671394-2f4e-3113-a7bf-3afaf6af3f7d/

U2 - 10.1177/00224871221105784

DO - 10.1177/00224871221105784

M3 - Scientific review articles

AN - SCOPUS:85133635922

VL - 73

SP - 509

EP - 524

JO - Journal of Teacher Education

JF - Journal of Teacher Education

SN - 0022-4871

IS - 5

ER -