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Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution

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  • António Valter Chisingui

    (Department of Natural Sciences, Higher Institute of Education Sciences (ISCED-HUÍLA), Sarmento Rodrigues St., 230 Lubango, Angola)

  • Nilza Costa

    (Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF), University of Aveiro, 3810-193 Aveiro, Portugal)

Abstract

National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, this study stems from the following research question: how does initial teacher education (ITE) promote the SD Agendas (2030 and 2063 for Africa)? The approach to this question is carried out through a case study focused on an Angolan teacher education higher education institution, in its graduate course for future secondary school biology teachers. The main aims of this study are (i) to characterize how ITE includes SD and (ii) to suggest ways to improve SD, particularly focusing on students’ future professional needs. Data were gathered from document analysis (the pedagogical curriculum plan of the course; titles and abstracts of final-year future biology teachers’ essays) and an interview with the course director of the biology teaching program of the Angolan institution. Content analysis of the gathered evidence was based on a three-dimensional framework: (a) SD goals (SDG) and the curriculum; (b) teacher education principles; and (c) current Angolan curricular perspectives. Results show that although the Pedagogical curriculum plan and the formative path, from the interviewee’s point of view, do not explicitly integrate SDG and its challenges for biology ITE, the majority of essays analyzed are locally contextualized and in a number of cases articulated with some of the 17 SDG. Suggestions for inclusion of SDG in ITE and for teacher education research are put forward.

Suggested Citation

  • António Valter Chisingui & Nilza Costa, 2020. "Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution," Sustainability, MDPI, vol. 12(8), pages 1-14, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:8:p:3344-:d:347986
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    References listed on IDEAS

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    1. Gisela Cebrián & Mercè Junyent, 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views," Sustainability, MDPI, vol. 7(3), pages 1-19, March.
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    1. Abhilasha Singh & Patrick Blessinger, 2023. "Examining the Role and Challenges of Sustainable Development Goals for the Universities in the United Arab Emirates," Sustainability, MDPI, vol. 15(20), pages 1-18, October.
    2. Diana Soares & Betina Lopes & Isabel Abrantes & Mike Watts, 2021. "The Initial Training of Science Teachers in African Countries: A Systematic Literature Review," Sustainability, MDPI, vol. 13(10), pages 1-17, May.
    3. Ciprian Obrad, 2020. "Constraints and Consequences of Online Teaching," Sustainability, MDPI, vol. 12(17), pages 1-23, August.
    4. José Luis Silva Munar & Susana De Juana-Espinosa & Laura Martínez-Buelvas & Yanina Vecchiola Abarca & Joan Orellana Tirado, 2020. "Organizational Happiness Dimensions as a Contribution to Sustainable Development Goals: A Prospective Study in Higher Education Institutions in Chile, Colombia and Spain," Sustainability, MDPI, vol. 12(24), pages 1-17, December.
    5. Luiza Olim de Sousa, 2021. "Learning Experiences of a Participatory Approach to Educating for Sustainable Development in a South African Higher Education Institution Yielding Social Learning Indicators," Sustainability, MDPI, vol. 13(6), pages 1-16, March.

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