Education for Sustainable Development Within Initial Training of Teachers in the UK

Doug Bourn, Nese Soysal

Research output: Chapter or section in a book/report/conference proceedingChapter or section

Abstract

The theme of sustainability has become one of increasing importance within the initial training of teachers in many countries around the world. However, despite promotion of this area by bodies such as UNESCO, the extent to which sustainability has become embedded within courses and programmes has been heavily influenced by national education priorities.

Summarizing ESD integration in international policies and research, this chapter reviews the opportunities and constraints for promoting sustainability within the example university’s teacher training courses. It further summarizes the strategies the university develops to address the challenges to bring sustainability themes across a range of courses.

A feature of the chapter is the extent to which sustainability is seen as merely inclusion of content into courses, an inter-disciplinary approach or a distinctive pedagogy approach related to transformative learning and social change.

The chapter concludes by making some reflections on what this evidence tells us about the challenges for including sustainability themes within programmes and indicates what can be done more to promote sustainability themes within teacher education.

Original languageEnglish
Title of host publicationSustainable Practices in Higher Education
Subtitle of host publicationFinance, Strategy and Engagement
EditorsThomas Walker, Khaled Tarabieh, Sherif Goubran, Gabrielle Machnik-Kekesi
Place of PublicationLondon, U.K.
PublisherPalgrave Macmillan
Chapter2
Pages73-92
Number of pages19
Volume1
Edition1
ISBN (Electronic)‎9783031278062, ‎
ISBN (Print)9783031278068
Publication statusPublished - 23 Jul 2023

Keywords

  • ESD
  • transformative learning
  • Teacher education curriculum

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