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

Research output: Contribution to journalArticlepeer-review

13 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 languageEnglish
Article number8973
Number of pages19
JournalSustainability (Switzerland)
Volume13
Issue number16
DOIs
Publication statusPublished - 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

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