Abstract
This chapter draws on research on teachers’ thinking to explore the “personal practical knowledge” that can underpin successful education for sustainability in schools. It analyses both the pedagogical content knowledge and the images of self, students and society that teachers require, with a focus on the gap between the idealist theory of education for sustainability and the personal practical theories that teachers work by. The chapter concludes with a review of professional development strategies and resources available to support both pre-service and continuing in-service teacher education for sustainability. Copyright © 2014 Springer Science+Business Media Dordrecht.
| Original language | English |
|---|---|
| Title of host publication | Schooling for sustainable development across the Pacific |
| Editors | John Chi-Kin LEE, Rob EFIRD |
| Place of Publication | Dordrecht |
| Publisher | Springer |
| Pages | 59-78 |
| ISBN (Electronic) | 9789401788663 |
| ISBN (Print) | 9789401788656 |
| DOIs | |
| Publication status | Published - 2014 |
Citation
Fien, J., & Maclean, R. (2014). Researching teachers’ thinking about education for sustainable development. In J. C.-K. Lee, & R. Efird (Eds.), Schooling for sustainable development across the Pacific (pp. 59-78). Dordrecht: Springer.Keywords
- Teachers and teaching
- Professional development
- Education for sustainable development
- Practical knowledge
- Theoretical knowledge
- Teacher education
- Pedagogical content
