ERIC Number: EJ1342139
Record Type: Journal
Publication Date: 2022-Jun
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1691-4147
EISSN: N/A
What Do We Know about Teacher Educators' Perceptions of Education for Sustainable Development? A Systematic Literature Review
Goller, Antje; Rieckmann, Marco
Journal of Teacher Education for Sustainability, v24 n1 p19-34 Jun 2022
Teacher educators prepare prospective teachers to deliver Education for Sustainable Development (ESD) in schools. Lecturers' personal perceptions of ESD guide them in this work. While there has been some research into lecturers' perceptions of ESD in general, teacher educators as a group have been given scarcely any consideration. As groundwork for further research in this area, the research question that is the focus of this paper is: What do we know about teacher educators' perceptions (understanding, attitudes, ideas about implementation) of ESD? We carried out a systematic literature review, including bibliographic analysis and qualitative content analysis of all the papers identified (N = 12). We found both broad and relatively limited understanding and mainly positive but also some negative attitudes. Common perceptions and/or experiences of barriers and drivers are set out below, as are reports on implementation. We conclude that further research is needed in this important field in order to develop measures to bring about systemic change in teacher education.
Descriptors: Teacher Educators, Teacher Attitudes, Sustainable Development, Preservice Teacher Education, Program Implementation, Knowledge Level, Negative Attitudes, Barriers
Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A