Despite increasing awareness of the importance of sustainability and national and international policies suggesting education is the key, there has been limited progress in the UK education system. Although there is some good practice, there is little evidence of the higher orders of learning and change necessary for a sustainable future. This chapter reports on research carried out to investigate the influence of embedding Education for Sustainable Development (ESD) in an initial teacher education programme for student teachers in the further education and skills sector. The way in which the students and initial teacher educators are conceptualising ESD and how it has influenced their professional and personal lives are explored and analysed in relation to Sterling′s (2011) levels of learning and change.
Mobil →
↑ https://link.springer.com/chapter/10.1057/978-1-137-51911-5_11