Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education

• Authors: Nelly Kostoulas-Makrakis
• Languages of publication: EN

Abstracts

EN

A reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers' constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development (ESD). This case study helped understand the nature of change process towards teaching and learning for more sustainable futures.

Keywords

EN

ESD; teacher education; transformative learning; action research; teaching methodology

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2010
• Volume: 12
• Issue: 2
• Pages: 17-26

Dates

published

2010-01-01

online

2011-02-21

Contributors

author

Nelly Kostoulas-Makrakis

• University of Crete, Greece

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Identifiers

DOI

10.2478/v10099-009-0051-0