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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
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Special Issue
Sustainability in Teacher Education
Dear Colleagues,

This Special Issue will comprise a selection of papers addressing teacher education in sustainability. Teachers play an important role in promoting environmentally responsible citizenship. Teacher education in sustainability should be considered essential for introducing Education for Sustainable Development (ESD) in schools. However, for this education to be effective adequate training of pre-service and in-service teachers is needed. Higher education and other in-service training systems need to be reviewed to establish basic teacher′s competences in sustainability, as well as to analyze which pedagogic/didactic methodologies are the most appropriate to improve such competences.

This Special Issue focuses on studies evaluating and analyzing the relationship between ESD and teacher training. Authors from different disciplines, such as education, psychology, social sciences and other disciplines related to sustainable development issue are invited to submit their papers. Theoretical and applied research articles are welcome. Submissions for the Special Issue could relate, but are not limited, to the following topics:

Teacher training and ESD
Pre-service and in-service teacher education and ESD
Teacher Education Curriculum and ESD
Teacher evaluation and ESD
Teacher competencies in ESD
Policies for teacher training in ESD
Innovation of higher education institutions for teacher training in ESD

Prof. Dr. Jaume Sureda-Negre
Dra. Olaya Álvarez-García
Guest Editors
Inhaltsverzeichnis :

Martínez-Borreguero, G.; Maestre-Jiménez, J.; Naranjo-Correa, F.; Mateos-Núñez, M. Analysis of the Concept of Energy in the Spanish Curriculum of Secondary Education and Baccalaureate: A Sustainable Perspective. Sustainability 2019, 11(9), 2528;

Varela-Losada, M.; Arias-Correa, A.; Pérez-Rodríguez, U.; Vega-Marcote, P. How Can Teachers Be Encouraged to Commit to Sustainability? Evaluation of a Teacher-Training Experience in Spain. Sustainability 2019, 11(16), 4309;

Álvarez-García, O.; García-Escudero, L.; Salvà-Mut, F.; Calvo-Sastre, A. Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities. Sustainability 2019, 11(16), 4412;

Albareda-Tiana, S.; García-González, E.; Jiménez-Fontana, R.; Solís-Espallargas, C. Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities. Sustainability 2019, 11(18), 4927;

Rodríguez-García, A.; López Belmonte, J.; Agreda Montoro, M.; Moreno-Guerrero, A. Productive, Structural and Dynamic Study of the Concept of Sustainability in the Educational Field. Sustainability 2019, 11(20), 5613;

Esteve-Guirao, P.; García, M.; Banos-González, I. The Interdependences between Sustainability and Their Lifestyle That Pre-Service Teachers Establish When Addressing Socio-Ecological Problems. Sustainability 2019, 11(20), 5748;

Olmos-Gómez, M.; Estrada-Vidal, L.; Ruiz-Garzón, F.; López-Cordero, R.; Mohamed-Mohand, L. Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices. Sustainability 2019, 11(24), 7222;

Richter-Beuschel, L.; Bögeholz, S. Student Teachers′ Knowledge to Enable Problem-Solving for Sustainable Development. Sustainability 2020, 12(1), 79;
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