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Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness

Author

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  • Loredana Manasia

    (Department of Teacher Education and Social Sciences, University POLITEHNICA of Bucharest, 313 Splaiul Independentei, Sector 6, 060042 Bucharest, Romania)

  • Maria Gratiela Ianos

    (Department of Teacher Education and Social Sciences, University POLITEHNICA of Bucharest, 313 Splaiul Independentei, Sector 6, 060042 Bucharest, Romania)

  • Teodora Daniela Chicioreanu

    (Department of Teacher Education and Social Sciences, University POLITEHNICA of Bucharest, 313 Splaiul Independentei, Sector 6, 060042 Bucharest, Romania)

Abstract

While it is generally agreed that teachers can shape student learning outcomes, there remains considerable debate on how national policies and training programmes can best support teacher education to address sustainable development challenges. This study aimed to develop a teaching readiness model with a focus on education for sustainable development. Therefore, the research investigated pre-service teachers’ readiness for fostering education for sustainable development by applying its principles to teaching and learning activities. Pre-service teachers in science, technology, engineering, and mathematics responded to a survey regarding their perception of the readiness for designing, conducting, assessing, and engaging in teaching and learning experiences underpinning sustainable development. The results suggest professional knowledge and practice, professional engagement, and self-management could be considered central dimensions of teachers’ job readiness, each of them encompassing a set of components or vectors. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In regard to professional knowledge, the ability to conduct didactic transposition is the most influential component. The most significant vectors of the professional practice dimension were found to be the ability to design effective evaluation tools and interpret learning outcomes. The research also revealed weak areas of teacher training: the ability to manage students’ disruptive behaviors, to customize learning and to self-regulate teaching emotions.

Suggested Citation

  • Loredana Manasia & Maria Gratiela Ianos & Teodora Daniela Chicioreanu, 2019. "Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness," Sustainability, MDPI, vol. 12(1), pages 1-24, December.
    • Handle: RePEc:gam:jsusta:v:12:y:2019:i:1:p:166-:d:301546
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    References listed on IDEAS

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    Cited by:

    1. Andreea Mirica & Ionela-Roxana Petcu & Liliana Catrina & Roxana-Violeta Partas-Ciolan & Adina-Andreea Neamtu, 2023. "Sustainability Competences In Romanian Higher Education," Annals - Economy Series, Constantin Brancusi University, Faculty of Economics, vol. 1, pages 105-113, February.
    2. Hui-Ling Wendy Pan & Chih-Hung Chung & Yi-Chun Lin, 2023. "Exploring the Predictors of Teacher Well-Being: An Analysis of Teacher Training Preparedness, Autonomy, and Workload," Sustainability, MDPI, vol. 15(7), pages 1-14, March.

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