Teacher Professional Development and Sustainability
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: closed (15 March 2024) | Viewed by 18606
Special Issue Editors
Interests: inclusion; higher education; teacher training; professional development; active methodologies
Special Issue Information
Dear Colleagues,
Today, university education must meet the objectives set by the UN in the 2030 Agenda. Specifically, Goal 4, dedicated to education, expresses the need to ensure that students acquire the necessary skills to promote sustainable development in society. Thus, universities must assume the responsibility of educating citizens by providing them with knowledge and skills that will enable them to build a future based on sustainability in a context of continuous change.
In this sense, therefore, curricular sustainability refers to the response of higher education to introduce principles and values of sustainability into curricular design and university degrees, ensuring that graduates contribute to the achievement of societies based on these values.
This training is essential in education degrees; it must be learnt by future teachers since they will be the ones who, in different areas of professional activity, will contribute to the formation of responsible citizens committed to the environment in which they develop.
As established by Albareda-Tiana, García-González, Jiménez-Fontana and Solís-Espallargas (2019), Danaher, Wu and Hewson (2021), and Yllana, Su and González (2021), socially active methodological and curricular sustainability should be implemented in the teacher training process, with content and methodologies that facilitate the establishment of relationships between environmental, social and economic aspects, and repercussions for the practical reality of schools (Tejedor et al., 2019; Triviño, Chaves and Alejo, 2021). In turn, this implies rethinking education in line with the economic and social changes demanded by the sustainable development of the world in which we live (Bugallo and Vega, 2020). As Bautista-Cerro and Díaz (2017), as well as Tomas, Evans, Doye and Skamp (2019) establish, this is not only a matter of adapting the curriculum, but of promoting global change in the conception of the teaching–learning process.
Therefore, we invite you to submit qualitative and/or quantitative research papers focused on the analysis of sustainability in the teacher education process (initial and continuing). To this end, we welcome manuscripts that address topics that include, among others:
- Good teaching practices for curricular sustainability in the teacher education process;
- Innovative didactic experiences for sustainable development in the teacher training process;
- Implications of curricular sustainability in the teacher training process;
- Reconfiguration of the teacher training process based on the 2030 Agenda.
I/We look forward to receiving your contributions.
Prof. Dr. Mª Del Carmen Pegalajar Palomino
Prof. Dr. Estefanía Martínez-Valdivia
Guest Editors
Manuscript Submission Information
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Keywords
- sustainability
- teacher training
- Agenda 2030
- sustainable development
- higher education
- educational innovation
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