Transformative learning and pedagogical approaches in education for sustainable development: Are initial teacher education programmes in England and Turkey ready for creating agents of change for sustainability?

Nese Soysal; Doug Bourn

doi:10.3390/su13168973

Transformative learning and pedagogical approaches in education for sustainable development: Are initial teacher education programmes in England and Turkey ready for creating agents of change for sustainability?

Nese Soysal, Doug Bourn

Department of Education

University College London

Research output: Contribution to journal › Article › peer-review

17 Citations (SciVal)

Abstract

Education for Sustainable Development (ESD) is a feature of academic and policy debates within initial teacher education around the world. A theme within these debates is the extent to which ESD is more than just a body of knowledge, and if it suggests different pedagogical approaches which may be prevalent in most countries. Another feature of these debates is whether ESD can be seen as suggesting a transformative approach as opposed to a transmissive approach. As a qualitative study, using examples from research and evidence gathered in England and Turkey through document analysis, this article identifies both the opportunities and challenges for teacher education courses using ESD as a means for promoting a distinctive pedagogical approach and whether they can be seen as posing transformative learning.

Keywords: education for sustainable development; transformative learning; initial teacher education

Original language	English
Article number	8973
Number of pages	19
Journal	Sustainability (Switzerland)
Volume	13
Issue number	16
DOIs	https://doi.org/10.3390/su13168973
Publication status	Published - 11 Aug 2021

Bibliographical note

Data Availability Statement
See references regarding literature review. Restrictions apply to the availability of these data. The data based on course materials was obtained from the teacher educators and are available from the authors with the permission of teacher educators. The data on course content are available on request from the corresponding author. The data are not publicly available due to privacy concerns.

Funding
This research received no external funding.

Keywords

education for sustainable development; transformative learning; initial teacher education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.3390/su13168973Licence: CC BY

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Transformative learning and pedagogical approaches in education for sustainable development: Are initial teacher education programmes in England and Turkey ready for creating agents of change for sustainability? / Soysal, Nese; Bourn, Doug.
In: Sustainability (Switzerland), Vol. 13, No. 16, 8973, 11.08.2021.

Research output: Contribution to journal › Article › peer-review

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