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

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: closed (31 January 2022) | Viewed by 3726

Special Issue Editors


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Guest Editor
1. Department of Education and Psychology, University of Aveiro, 3810-193 Aveiro, Portugal
2. Research Centre for Didactics and Technology in Teacher Education (CIDTFF), 3810-193 Aveiro, Portugal
Interests: critical and creative thinking in education; didactics of science in basic education; pre- and in-service teacher training

E-Mail Website
Guest Editor
1. University of Aveiro, 3810-193 Aveiro, Portugal
2. Research Center for Didactics and Technology in Teacher Education (CIDTFF), 3810-193 Aveiro, Portugal
Interests: language education; teacher education; pluralistic approaches

E-Mail Website
Guest Editor
1. Department of Education and Psychology, University of Aveiro, 3810-193 Aveiro, Portugal
2. Research Center for Didactics and Technology in Teacher Education (CIDTFF), 3810-193 Aveiro, Portugal
Interests: education for sustainable development; teacher education and science education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

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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Keywords

  • education for sustainability
  • teacher education
  • European EduS framework

Published Papers (1 paper)

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Research

13 pages, 597 KiB  
Article
Sustainability Competencies in Higher Education Research: An Analysis of Doctoral Theses in Portugal
by Patrícia Sá, Mónica Lourenço and Vânia Carlos
Eur. J. Investig. Health Psychol. Educ. 2022, 12(4), 387-399; https://doi.org/10.3390/ejihpe12040028 - 28 Mar 2022
Cited by 5 | Viewed by 2769
Abstract
Educational research has been highlighting the importance of defining key competencies and learning outcomes related to education for sustainability as a reference for the transparent evaluation of students’ learning in this domain. Drawing on a reference framework that identifies five key competencies in [...] Read more.
Educational research has been highlighting the importance of defining key competencies and learning outcomes related to education for sustainability as a reference for the transparent evaluation of students’ learning in this domain. Drawing on a reference framework that identifies five key competencies in sustainability (i.e., systems-thinking competency, anticipatory competency, normative competency, strategic competency, and interpersonal competency), the study reported in this paper aims to understand whether, how, and to what extent these competencies are present in doctoral theses in Higher Education published in Portugal in the past ten years. To address this objective, a qualitative study framed in an interpretative paradigm was conducted, and a literature review was used as a preferential research method to elicit meaning, gain understanding, and develop empirical knowledge. The retrieved documents were treated using deductive content analysis, which was performed using WebQDA software. Results of the analysis show that the competencies considered in the reference framework are present in research on education for sustainability carried out in recent years in Portugal, with a greater emphasis on strategic and anticipatory competencies. Findings suggest that it is important to continue to conduct research on these competencies to successfully integrate them into educational curricula and teacher education programs. Full article
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