Schools Educating for Sustainability: Proposals for and from In-Service Teacher Education

Dear Colleagues,

The TEDS (Teacher Education for Sustainability) project is being developed in the context of five European countries (France, Finland, Lithuania, Malta, and Portugal) by different teacher education institutions (Universite de Nantes UN; Helsingin Yliopisto, UH; Vytauto Didziojo Universitetas, VMU; Universita Ta Malta, UOM; and Universidade de Aveiro, UAVR) that are working together in order to promote education for sustainability (EduS). These five teacher education institutions are developing their work in collaboration with their partners, school teachers, and teacher educators belonging to schools and training centers in diverse regions of Europe.

The main goal of the TEDS project is to equip European educators (teachers and teacher educators) with state-of-the-art knowledge and tools for teaching practices in EduS. Thus, a framework of reference for designing teacher education programs will be constructed, assuming that the participation of teachers and teacher educators is crucial in this process.

The TEDS project is organized in the production of several intellectual outputs (IO): in this Special Issue, the articles will be focused on the knowledge produced in IO1 (the construction of a framework for EduS) and IO2 (analysis of social representations of teachers and teacher educators on EduS).

This Special Issue intents to present the situation of EduS in each one of the partner countries, focusing on the knowledge already produced and presented in educational policy documents and on the knowledge of teachers and teacher educators about this topic. The aim is to present key ideas for the construction of a frame of reference on education for sustainability (EduS) related to teaching knowledge in order to understand how to guide the future actions of educators and teacher educators. To attain this objective, the different teams will carry out analyses and systematizations of research literature and national benchmarking level strategies in various EU member states, as well as collect representations about EduS through an online questionnaire. These analyses will be shared and discussed in this Issue.

Prof. Dr. Rui Marques Vieira
Prof. Dr. Ana Isabel Andrade
Dr. Patrícia Sá
Guest Editors

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