Abstract
While it is generally agreed that teachers can shape student learning outcomes, there remains considerable debate on how national policies and training programmes can best support teacher education to address sustainable development challenges. This study aimed to develop a teaching readiness model with a focus on education for sustainable development. Therefore, the research investigated pre-service teachers’ readiness for fostering education for sustainable development by applying its principles to teaching and learning activities. Pre-service teachers in science, technology, engineering, and mathematics responded to a survey regarding their perception of the readiness for designing, conducting, assessing, and engaging in teaching and learning experiences underpinning sustainable development. The results suggest professional knowledge and practice, professional engagement, and self-management could be considered central dimensions of teachers’ job readiness, each of them encompassing a set of components or vectors. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In regard to professional knowledge, the ability to conduct didactic transposition is the most influential component. The most significant vectors of the professional practice dimension were found to be the ability to design effective evaluation tools and interpret learning outcomes. The research also revealed weak areas of teacher training: the ability to manage students’ disruptive behaviors, to customize learning and to self-regulate teaching emotions.
Highlights
‘Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all’ represents the fourth sustainable development goal on the United Nations’ agenda
The results suggest professional knowledge and practice, professional engagement, and self-management could be considered central dimensions of teachers’ job readiness, each of them encompassing a set of components or vectors
We aimed to investigate the extent to which pre-service teachers perceive themselves ready for applying Education for Sustainable Development (ESD) principles to teaching and learning activities in science, technology, engineering, and mathematics (STEM)
Summary
‘Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all’ represents the fourth sustainable development goal on the United Nations’ agenda. Achieving this goal requires complex endeavours and consistent interventions in various areas of education. Adopting innovative pedagogies in higher education has become one of the transition factors of ESD [7]. We aimed to investigate the extent to which pre-service teachers (individuals who are enrolled in a teacher education programme that provides initial qualification, i.e., student teachers) perceive themselves ready for applying ESD principles to teaching and learning activities in science, technology, engineering, and mathematics (STEM). Developing teacher professionalism as a strategic direction is a way to improve the quality of teaching and to improve teachers’ perceptions of professional status, job satisfaction, and self-efficacy, contributing to a sustainable education [2]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
