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Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development

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  • Thomas Dahl

    (Department of Teacher Education, Norwegian University of Science and Technology, N-7491 Trondheim, Norway)

Abstract

The importance of embedding education for sustainable development has been emphasised over many years. At the same time, there has been a massive call for initial teacher education to provide all student teachers with the core of professional competences. What is the status of teacher education today in embedding education for sustainable development and how does it relate to the focus on professional competencies in teacher education? A total of 578 student teachers in seven different teacher education programmes in Europe were surveyed, measuring the students’ beliefs in their ability to work as teachers, as well as their ability to teach in ways that value sustainability and promote environmentally sound ways of living. The results of the survey show that student teachers feel well prepared to handle many aspects of teacher professionalism, but less prepared to educate for sustainability. The survey also indicates that student teacher training in educating for sustainability is not integrated in their other training and is generally just added on.

Suggested Citation

  • Thomas Dahl, 2019. "Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development," Sustainability, MDPI, vol. 11(7), pages 1-10, April.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:7:p:1993-:d:219747
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    References listed on IDEAS

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    1. Rea Raus, 2017. "Student Teacher Ecological Self in the Context of Education for Sustainable Development: A Longitudinal Case Study," Journal of Education for Sustainable Development, , vol. 11(2), pages 123-140, September.
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    Cited by:

    1. Claudia Vásquez & Israel García-Alonso & María José Seckel & Ángel Alsina, 2021. "Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy," Sustainability, MDPI, vol. 13(6), pages 1-20, March.
    2. Yuli Rahmawati & Elisabeth Taylor & Peter Charles Taylor & Achmad Ridwan & Alin Mardiah, 2022. "Students’ Engagement in Education as Sustainability: Implementing an Ethical Dilemma-STEAM Teaching Model in Chemistry Learning," Sustainability, MDPI, vol. 14(6), pages 1-15, March.
    3. Eveliina Asikainen & Annukka Tapani, 2021. "Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland," Sustainability, MDPI, vol. 13(21), pages 1-13, October.

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