Special Issue "Approaches to Embedding Sustainability in Teacher Education"
Deadline for manuscript submissions: closed (20 January 2020).
Interests: Science Education, Societal Science Issues approaches, Career Aspiration in Science, Environmental Education, Teacher Education
Interests: Science education, Health Education, Biology Education, Teacher Education
The aim of this Special Issue, “Teaching Approaches to Embedding Sustainability in Teacher Education”, is to provide versatile experiences of how sustainability can be promoted in teacher education. UNESCO’s Educational Strategy (2014–2021) outlines the objective to empower learners to be responsible global citizens through, for example, strengthening education for sustainable development and the objective to shape the future education agenda by rethinking education for the future. UNESCO aims to reorient education so that it gives everyone the opportunity to acquire competence, and the knowledge, attitudes and values needed to contribute to sustainable development.
“Teaching Approaches to Embedding Sustainability in Teacher Education” focuses on the intersection between sustainability and teacher education in order to present the range of approaches currently being used to embed sustainability in teacher education across the globe. The SI will focus on sustainability in teacher education curricula, courses, learning environments, and practices to promote teachers’ and students’ understanding of sustainability. In addition, your contribution can present and reflect on the embedding of complex combinations of interdisciplinary knowledge, understanding, skills, values and dispositions into the teacher education, both pre- and in-service, and the rationales for doing so, the theoretical frameworks and pedagogical approaches they draw upon, and challenges faced in these endeavours.
UNESCO. (2014). UNESCO Education Strategy 2014–2021. France: UNESCO
Evans, N., Stevenson, R.B., Lasen, M., & Ferreira, J.-A. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405-417.
Lozano, R., Merrill, M.Y., Sammalisto, K., Ceulemans, K., & Lozano, F.J. (2017). Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal. Sustainability, 9, 1889; doi: 10.3390/su9101889.
Santone, S., Saunders, S., & Seguin, C. (2014). Essential Elements of Sustainability in Teacher Education. Journal of Sustainability Education, 6, May 2014.
Prof. Dr. Tuula Keinonen
Dr. Sirpa Kärkkäinen
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1900 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- Education for Sustainability
- Teacher Education
- Global Citizens