scholarly journals Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development

2019 ◽  
Vol 11 (3) ◽  
pp. 719 ◽  
Author(s):  
Martín Bascopé ◽  
Paolo Perasso ◽  
Kristina Reiss
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Sustainable Development ◽  
Teacher Professional Development ◽  
Early Stage ◽  
Education For Sustainable Development ◽  
Local Context ◽  
Expert Committee ◽  
Teacher Professional ◽  
Pedagogical Approaches

During recent decades, education for sustainable development (ESD) has been under the scope of the international community, but research in ESD for early childhood education (ECE) is still scarce. This article proposes a procedural framework for the implementation of teacher professional development opportunities in the area. During the first phase, we undertook a systematic review of peer-reviewed articles on ESD for ECE (n = 30). After an expert committee revision of the articles reviewed, three cornerstones (scientific action-integrated, community-based and value-oriented scopes) and three sets of suitable pedagogical approaches (art-based, outdoor-based and project-problem-based) were identified. The review was enhanced by an unsystematic review of articles (n = 26) that specifically referred to the cornerstones and approaches. Finally, a double-blind expert coding and categorization of the articles (n = 56) was performed in order to validate the results. Focusing on guidelines and approaches, different examples found in the literature are presented. This review offers a useful framework to understand and practice ESD in ECE. Unlike previous reviews, it has a practical scope to foster innovative teacher professional development opportunities, inspire teachers and inform policy makers. We conclude with some common challenges and the needs for educational systems to foster science-based citizenship education towards sustainable development in a practical way, fostering agency from an early stage to transform local context, creating global awareness of the environmental, social and economic challenges of the 21st century.

scholarly journals A Systematic Review and Content Analysis of Classroom Teacher Professional Development in Nutrition Education Programs

2019 ◽  
Vol 10 (2) ◽  
pp. 351-359 ◽  
Author(s):  
Caroline G Dunn ◽  
Marissa Burgermaster ◽  
Alyson Adams ◽  
Pamela Koch ◽  
Peter A Adintori ◽  
...  
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Content Analysis ◽  
Nutrition Education ◽  
Teacher Professional Development ◽  
Classroom Teacher ◽  
Education Programs ◽  
Teacher Professional

scholarly journals Teacher Professional Development and Geography Teachers’ Pedagogical Practices for Climate Change Education

2021 ◽  
Vol 36 ◽  
Author(s):  
Muofhe Thenga ◽  
Paul Goldschagg ◽  
Rene Ferguson ◽  
Caleb Mandikonza
Keyword(s):  
Climate Change ◽  
Professional Development ◽  
Sustainable Development ◽  
Teacher Professional Development ◽  
Classroom Practices ◽  
Development Programme ◽  
Pedagogical Practices ◽  
Climate Change Education ◽  
Teacher Professional ◽  
Professional Development Programme

Education for Sustainable Development (ESD) was added to the South African Geography school curriculum when the Curriculum Assessment Policy Statement (CAPS) was implemented from 2012. Many in-service teachers who qualified prior to 2014 did not cover this concept during their initial teacher education qualification because it was not part of the curriculum at that time. To address this deficiency, a teacher professional development (TPD) module was developed by the Fundisa for Change programme and offered to a selection of in-service high school Geography teachers. Transformative learning theory helped to understand the pedagogical practices used by teachers after attending the Fundisa for Change teacher professional development programme, in particular the use of a learner-centred approach. Using a small-scale, qualitative and interpretive case study method, the influence of this short TPD course on the teaching of climate change in the Geography CAPS curriculum on teachers’ pedagogical practices was investigated. Data were collected through semi-structured interviews, document analysis and lesson observations. Data were analysed using both inductive thematic and deductive analysis. Findings from this small sample of five teachers and their practices suggest that despite attending the programme, most of the participating teachers did not sufficientlyintegrate climate change education in their Geography classroom practices. The majority of the research participants did not implement the learner-centred teaching methods covered in the course. It is therefore recommended that a teacher professional development programme should be incorporated into longer-term and preferably ongoing professional development programmes so as to adequately foster climate change education in classroom practices. Keywords: Geography, Education for Sustainable Development (ESD), climate change education, teacher professional development, learner-centred pedagogies 

scholarly journals What Factors Matter for the Sustainable Professional Development of Teachers? Analysis from Four Countries

2020 ◽  
Vol 22 (2) ◽  
pp. 153-170
Author(s):  
Agne Brandisauskiene ◽  
Jurate Cesnaviciene ◽  
Rita Miciuliene ◽  
Lina Kaminskiene
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Teacher Professional Development ◽  
Educational Quality ◽  
The Other ◽  
Baltic Countries ◽  
Professional Development Of Teachers ◽  
Teacher Professional ◽  
Collaborative Activities

Abstract In the 21st century, teachers’ learning is viewed through the lens of sustainable development as a holistic, transformative and collaborative learning process. Acknowledging that teacher professional development is a prerequisite for educational quality, it becomes necessary to look for professional development factors that could be relevant to sustainable professional development. The article explores factors of sustainable professional development of teachers based on data of TALIS 2018 from four Baltic countries (Estonia, Finland, Latvia, and Lithuania). The study also discusses distinct characteristics of teacher professional development in the analyzed countries. Although traditional forms and methods of professional development still prevail in all countries, teachers also learn through active cooperation. Finnish teachers, more often than teachers in the other countries, worked in teams and shared material, knowledge, etc. with each other; Estonian teachers, more so than teachers in the other countries, took part in long-term training; Latvian teachers were more likely than teachers in the other countries to observe other teachers’ classes and provide feedback. Lithuanian teachers were perhaps the most active in terms of learning, but young teachers with fewer years of service were more likely to engage in long-term and collaborative activities. Finally, the implications for further research are discussed.

scholarly journals Teacher Professional Competencies in Education for Sustainable Development

2020 ◽  
Author(s):  
Xiaoyao Yue ◽  
Ruixuan Ji
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Student Performance ◽  
Teacher Professional Development ◽  
Professional Competence ◽  
Leadership Strategies ◽  
Development Education ◽  
Teacher Professional ◽  
K 12 ◽  
Sustainable Development Education

At present, combining sustainable development with education has become one of the school’s missions. Students must master sustainable development skills. In order to explore the ideal method of K-12 teachers’ professional competence in Education for Sustainable Development and determine the talent leadership strategy can enhance the professional competence of teachers in the 21st century sustainable development education, this study uses content analysis. The author systematically reviewed and analyzed related research work on sustainable development education, teachers’ professional abilities and talent leadership strategies. According to the comprehensive results of content analysis, the ideal way for K-12 teachers to achieve professional sustainability is as follows: content focuses on sustainability with 21st century skills, collaboration with peers, active learning, and application of learning sustainability in practice Model, peer guidance, feedback and evaluation, duration, and teacher professional development. In order to achieve the second research goal, the authors found that talent leadership strategies can enhance the sustainable development of K-12 teachers’ professional capabilities, including K-12 teacher professional development methods, K-12 teacher professional capabilities, student performance and focus on student performance.

scholarly journals Digital competences for teacher professional development. Systematic review

2020 ◽  
pp. 1-19
Author(s):  
José María Fernández-Batanero ◽  
Marta Montenegro-Rueda ◽  
José Fernández-Cerero ◽  
Inmaculada García-Martínez
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Teacher Professional Development ◽  
Teacher Professional
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