Abstract
The urgent need for environmental education in teacher education was recognised by a large number of international and intergovernmental organisations since 1970. This is well documented in various conferences and meetings. However, with the adoption of the Agenda 21 at the Earth Summit in 1992, the concept of Sustainable development (SD) has begun to attract great attention. This has led to a significant paradigm shift in environmental education and as a result a number of projects on BSD in teacher education was launched. The present paper will address and examine this shift in paradigm together with the suggestion of a possible framework for ESD in teacher Education. It is suggested in this framework that that constructivism and Pramagtism could be the philosophical basis of ESD, and that teachers should be trained to teach complexity including uncertainty awareness and risk awareness. The paper will also explore the state of ESD in teacher education in HK and how it may be improved with the suggested framework. Copyright © 2000 The Hong Kong Institute of Education.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century |
| Place of Publication | Hong Kong |
| Publisher | Hong Kong Institute of Education |
| Pages | 1-6 |
| ISBN (Print) | 9629490382 |
| Publication status | Published - 2000 |
