Literaturnachweis - Detailanzeige
| Autor/inn/en | Bourn, Douglas; Kalsoom, Qudsia; Soysal, Nese; Ince, Burtay |
|---|---|
| Institution | University College London (UCL) (United Kingdom), Development Education Research Centre (DERC) |
| Titel | Student Teachers' Understanding and Engagement with Education for Sustainable Development (ESD) in England, Türkiye (Turkey) and Pakistan. Research Paper No. 23 |
| Quelle | (2023), (55 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-7396514-8-0 |
| Schlagwörter | Sustainable Development; Student Attitudes; Beliefs; Preservice Teachers; Teaching (Occupation); Foreign Countries; Knowledge Level; Student Behavior; Teacher Education Programs; Cultural Differences; Social Influences; Environmental Influences; Economic Factors; United Kingdom (England); Turkey; Pakistan |
| Abstract | The concept of education for sustainable development (ESD) has emerged as one of the important educational themes in the past two decades. Advocates of ESD believe that ESD can lead to socio-economic and environmental justice. However, there is lack of research on the influence of teacher education programme on student teachers' conceptions of ESD and their future commitment for ESD. This timely, international research aimed at understanding student teachers' conceptions of ESD, emphasis on ESD in teacher education programmes as perceived by student teachers, the importance the student teachers perceive of sustainable development as part of their future teaching, and the ways they intend to engage with ESD in future. [This report was funded by the UCL Global Engagement Fund.] (As Provided). |
| Anmerkungen | Development Education Research Centre. UCL Institute of Education, 33 Bedford Place, London WC1B 5JU. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.ucl.ac.uk/ioe/departments-and-centres/centres/development-education-research-centre |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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