A review of Education for Sustainable Development and Global Citizenship Education in Teacher Education

Bourn, Douglas and Hunt, Frances and Bamber, Philip M. (2017) A review of Education for Sustainable Development and Global Citizenship Education in Teacher Education. Other. UCL Institute of Education, London.

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Background paper prepared for the 2017/8 Global Education Monitoring Report Accountability in education: Meeting our commitments.

Teacher education can make an important contribution to raising understanding of Sustainable Development
Goals within education. Education for sustainable development (ESD) and global citizenship education (GCED),
human rights, peace and inter-cultural understanding can be seen within a range of courses for the initial training
and continuing professional development of teachers. However,in many instances they are seen as optional
extras to core courses.

There is a tendency in many countries for ESD and GCED to be promoted within teacher education along parallel lines. To maximise impact, there is a need for these initiatives to
come more closely together.

ESD and GCED approaches tend to promote a social constructivist approach to teaching and learning. This can
present major challenges to securing broader support because it is counter to dominant approaches to
the training and education of teachers.

Civil society organisations and policy-makers outside of education have tended to have a major influence in determining the practices of ESD and GCED within teacher education.

To measure progress, indicators need to be developed that make connections between ESD and GCED and
current themes within education such as global competencies, cultural understanding and moral and social purpose of teaching.

Networks, be they national, regional or international, can play an important role in sharing expertise and
influencing policy-makers.

Item Type: Monograph (Other)
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Philippa Williams
Date Deposited: 24 Nov 2017 16:35
Last Modified: 24 Nov 2017 16:35
URI: https://hira.hope.ac.uk/id/eprint/2269

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