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Student Teachers' Understanding and Engagement with Education for Sustainable Development (ESD) in England, Türkiye (Turkey) and Pakistan

Bourn, Doug; Kalsoom, Qudsia; Soysal, Nese; Ince, Burtay; (2023) Student Teachers' Understanding and Engagement with Education for Sustainable Development (ESD) in England, Türkiye (Turkey) and Pakistan. (Development Education Research Centre Research Paper 23 ). Development Education Research Centre, UCL Institute of Education: London, UK. Green open access

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Abstract

The concept of education for sustainable development (ESD) has emerged as one of the important educational themes in the past two decades. Advocates of ESD believe that ESD can lead to socio-economic and environmental justice. However, there is lack of research on the influence of teacher education programme on student teachers’ conceptions of ESD and their future commitment for ESD. This timely, international research aimed at understanding student teachers’ conceptions of ESD, emphasis on ESD in teacher education programmes as perceived by student teachers, the importance the student teachers perceive of sustainable development as part of their future teaching, and the ways they intend to engage with ESD in future.

Type: Report
Title: Student Teachers' Understanding and Engagement with Education for Sustainable Development (ESD) in England, Türkiye (Turkey) and Pakistan
ISBN-13: 978-1-7396514-8-0
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.ucl.ac.uk/ioe/departments-centres/centr...
Language: English
Keywords: initial teacher education, education for sustainable development
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10163160
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