Knowledge about Education for Sustainable Development: Four Case Studies of Student Teachers in English Secondary Schools

Autor/inn/en	Winter, Christine; Firth, Roger
Titel	Knowledge about Education for Sustainable Development: Four Case Studies of Student Teachers in English Secondary Schools
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 33 (2007) 3, S.341-358 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607470701450528
Schlagwörter	Foreign Countries; Political Issues; Case Studies; Student Teachers; Secondary Schools; School Culture; National Curriculum; Ethics; Sustainable Development; Teacher Attitudes; Environmental Education; Teacher Education; Geography Instruction; Teaching Methods; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Politischer Faktor; Case study; Fallstudie; Case Study; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Sekundarschule; Schulkultur; Schulleben; Ethik; Nachhaltige Entwicklung; Lehrerverhalten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerausbildung; Lehrerbildung; Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Considerable activity has occurred in the recent past regarding policy-making around Education for Sustainable Development (ESD) in the school curriculum. Teaching about sustainable development involves complex and contested ethical and political issues. This case study research investigates how four student teachers taking part in a one-year teacher education programme in a university in England (Post Graduate Certificate in Education or PGCE) translate their knowledge, experiences and beliefs about ESD into classroom practice in the context of the Geography National Curriculum and ESD policies in secondary schools. The researchers critically analyse curriculum materials used by three student teachers to explore the potential for ethical and political engagement with ESD knowledge. The research reveals some of the ethical and political dilemmas faced by student teachers who, as committed environmentalists, struggle to resolve the tensions between the constraints of policy, school culture, school teaching materials and their own values and enthusiasms. (Contains 4 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10