Teacher Education for Sustainable Development: A Review of an Emerging Research Field
Research output: Journal contributions › Scientific review articles › Research
Standard
In: Journal of Teacher Education, Vol. 73, No. 5, 01.11.2022, p. 509-524.
Research output: Journal contributions › Scientific review articles › Research
Harvard
APA
Vancouver
Bibtex
}
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 -