Topical Collection "Teacher Professional Development in ESD"
Interests: project evaluation; research in education; ICT; e-learning; education for sustainable development; entrepreneurship in education, psychology, and music education
Special Issues, Collections and Topics in MDPI journals
Special Issue in Education Sciences: Education for Sustainable Development and Teaching: Challenges, Practice and Research
Special Issue in Sustainability: Education for Sustainable Development and Teaching: Challenges, Practice and Research
Special Issue in Sustainability: Teaching and Learning for Embedding Sustainability in Higher Education
Special Issue in Sustainability: Sustainable Entrepreneurship via Creativity in Organizations
Special Issue in Sustainability: Sustainable Social Research
Education for Sustainable Development (ESD) could be considered an approach that provides fertile ground for implementing a dynamic transformative process in educational institutions. ESD offers pedagogical challenges and could provide a framework for the innovation of didactic practices in educational institutions. ESD is based on interdisciplinary and student centered approaches and encourages critical thinking and future-oriented skills. The introduction of ESD principles in school curricula and the promotion of ESD concepts and practices could be used for inducing the professional development of school and academic staff. Professional development based on ESD improves curriculum planning skills, fosters critical self-reflection of teaching practices which are crucial activities for developing meta-cognitive strategies and mastering teaching practices.
This Special Issue focuses on the relationship between education for sustainable development and teacher professional development aiming to examine the impact of ESD principles and practices on the professional development of school and academic staff. Authors from different disciplines (education, psychology, social sciences, ecology, and all disciplines connected to sustainable development issues) are invited to submit their ideas about the challenge of inducing teacher professional development using ESD. Both theoretical and applied research articles are welcome. Suggested topics include (but are not limited to):
- ESD principles and challenges for teacher education
- Teacher professional development
- Teacher change and ESD
- Trainee teacher education and ESD
- Policies and ESD strategies for teacher changes
- Innovation of school curricula and ESD
- Innovation of higher education institution and ESD
- Educational practices in ESD
Amador, F., Martinho, A.P., Bacelar-Nicolau, P., Caeiro, S. and Oliveira, C.P. (2015). Education for sustainable development in higher education: evaluating coherence between theory and praxis. Assessment & Evaluation in Higher Education, Vol. 40 No.6, pp. 867–882.
Aznar Minguet, P., Martinez-Agut, M.P., Palacios, B., Pinero, A., and Ull, M.A. (2011). Introducing sustainability into university curricula: an indicator and baseline survey of the views of university teachers at the University of Valencia. Environmental Education Research, 17(2), 145–166.
Barth, M. and Rieckmann, M. (2012). Academic staff development as a catalyst for curriculum change towards education for sustainable development: an output perspective. Journal of Cleaner Production, Vol. 26, pp. 28–36.
Biasutti, M. (2015). An intensive programme on education for sustainable development: The participants’ experience, Environmental Education Research, Vol. 21 No. 5, pp. 734–752.
Biasutti, M., T. De Baz, and H. Alshawa (2016). Assessing the Infusion of Sustainability Principles into University Curricula, Journal of Teacher Education for Sustainability, Vol. 18, No. 2, 21-40.
Biasutti, M, Makrakis, V., Concina E, Frate S. (2018). Educating academic staff to reorient curricula in ESD. International Journal of Sustainability in Higher Education, 19 (3). http://doi.org/10.1108/IJSHE-11-2016-0214
Blake, J., Sterling, S. and Goodson, I. (2013). Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College. Sustainability, Vol. 5, pp. 5347–5372.
Dmochowski, J.E., Garofalo, D., Fisher, S., Greene, A. and Gambogi, D. (2016). Integrating sustainability across the university curriculum. International Journal of Sustainability in Higher Education, Vol. 17 No. 5, pp. 652–670.
Filho, W. L. (2015). Education for sustainable development in higher education: Reviewing needs. In Filho, W.L. (Ed.) Transformative approaches to sustainable development at universities. Working across disciplines. Switzerland: Springer, pp. 3–12.
Holdsworth, S. and Thomas, I. (2015). Framework for introducing Sustainable Development into University Curriculum, Journal of Education for Sustainable Development, Vol. 9 No. 2, pp. 137–159.
Jones, P., Selby, D., and Sterling, S. (2010). More than the sum of their parts? Interdisciplinarity and sustainability. In Jones, P., Selby, D., and Sterling, S. (Eds.). Sustainability education: Perspectives and practice across higher education. New York, NY: Taylor & Francis, pp. 17–38.
Kalsoom, Q. Khanam, A. (2017) Inquiry into sustainability issues by preservice teachers: A pedagogy to enhance sustainability consciousness, Journal of Cleaner Production, 164, 1301-1311, https://doi.org/10.1016/j.jclepro.2017.07.047.
Kalsoom Q., Khanam, A., Quraishi, U. (2017) Sustainability consciousness of pre-service teachers in Pakistan, International Journal of Sustainability in Higher Education, Vol. 18 Issue: 7, pp.1090-1107, https://doi.org/10.1108/IJSHE-11-2016-0218
Martin, K., Summers, D. and Sjerps-Jones, H. (2007). Sustainability and teacher education. Journal of Further and Higher Education, Vol. 31 No. 4, pp. 351–362.
Murel, K.F., Ferrer, D., Coral, J.S., Kordas, O., Nikiforovich, E. and Pereverza, K. (2015). Motivating students and lecturers for education in sustainable development. International Journal of Sustainability in Higher Education, Vol. 16 No. 3, pp. 385–401.
Natkin, L.W. and Kolbe, T. (2016). Enhancing sustainability curricula through faculty learning communities. International Journal of Sustainability in Higher Education, Vol. 17 No. 4, pp. 540–558.
UN (2012). The future we want. Outcome document of the United Nations conference on sustainable development. UN https://sustainabledevelopment.un.org/content/documents/733FutureWeWant.pdf (accessed 2nd August 2017).
UNECE (United Nations Economic Commission for Europe) (2005). UNECE strategy for education for Sustainable Development adopted at the High-level meeting.https://www.unece.org/fileadmin/DAM/env/documents/2005/cep/ac.13/cep.ac.13.2005.3.rev.1.e.pdf (accessed on 2nd August 2017).
UNESCO (2014). UNESCO roadmap for implementing the Global action programme on Education on Sustainable Development. France: UNESCO. http://unesdoc.unesco.org/images/0023/002305/230514e.pdf (Accessed on 2nd August 2017).
Varga, A., Kószó, M.F.Z., Mayer, M. and Sleurs, W. (2007). Developing teacher competences for education for sustainable development through reflection: The environment and school initiatives approach. Journal of Education for teaching: International research and pedagogy, Vol. 33 No. 2, pp. 241–256.
Prof. Michele Biasutti
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- Education for sustainable development
- Professional development
- Educational change
- Teacher education
- Sustainability consciousness