A Comparative Review of Policy and Practice for Education for Sustainable Development/Education for Global Citizenship (ESD/GC) in Teacher Education across the Four Nations of the UK

Autor/inn/en	Bamber, Philip; Bullivant, Andrea; Glover, Alison; King, Betsy; McMcCann, Gerard
Titel	A Comparative Review of Policy and Practice for Education for Sustainable Development/Education for Global Citizenship (ESD/GC) in Teacher Education across the Four Nations of the UK
Quelle	In: Management in Education, 30 (2016) 3, S.112-120 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020616653179
Schlagwörter	Foreign Countries; Comparative Education; Educational Change; Educational Policy; Educational Practices; Sustainable Development; Global Approach; Citizenship Education; Teacher Education; Cross Cultural Studies; Standards; Educational Quality; Quality Assurance; Curriculum Development; Advocacy; Educational Innovation; Neoliberalism; Ideology; United Kingdom; United Kingdom (England); United Kingdom (Northern Ireland); United Kingdom (Scotland); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Bildungsreform; Politics of education; Bildungspolitik; Bildungspraxis; Nachhaltige Entwicklung; Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrerausbildung; Lehrerbildung; Cultural comparison; Kulturvergleich; Standard; Quality of education; Bildungsqualität; Qualitätssicherung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sozialanwaltschaft; Instructional innovation; Bildungsinnovation; Neo-liberalism; Neoliberalismus; Ideologie; Großbritannien
Abstract	The early 21st century has seen a period of extreme turbulence in education at all levels in the UK. Although education policy was administrated on a territorial basis before 1999, the 1998-1999 devolution settlement has amplified the complexity of education policy and practice across England, Wales, Scotland, and Northern Ireland. Through a comparative review of teacher education across the four nations, this article will highlight aspects of divergence and convergence of policy and practice with a particular focus on education for sustainable development/education for global citizenship (ESD/GC). The implications for ESD/GC will be considered in relation to statutory teaching standards/competencies, values and ideologies, curriculum and pedagogy, and the role of the third sector. This discussion will identify opportunities and challenges facing ESD/GC in teacher education across the four nations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01