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Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?

Author

Listed:
  • Douglas Bourn

    (Development Education Research Centre, Institute of Education, University College London, London WC1B 5JU, UK)

  • Nese Soysal

    (Independent Researcher, London SW20 8LD, UK)

Abstract

Education for Sustainable Development (ESD) is a feature of academic and policy debates within initial teacher education around the world. A theme within these debates is the extent to which ESD is more than just a body of knowledge, and if it suggests different pedagogical approaches which may be prevalent in most countries. Another feature of these debates is whether ESD can be seen as suggesting a transformative approach as opposed to a transmissive approach. As a qualitative study, using examples from research and evidence gathered in England and Turkey through document analysis, this article identifies both the opportunities and challenges for teacher education courses using ESD as a means for promoting a distinctive pedagogical approach and whether they can be seen as posing transformative learning.

Suggested Citation

  • Douglas Bourn & Nese Soysal, 2021. "Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sust," Sustainability, MDPI, vol. 13(16), pages 1-19, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:8973-:d:612265
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    References listed on IDEAS

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    1. Stephen Sterling & Ian Thomas, 2006. "Education for sustainability: the role of capabilities in guiding university curricula," International Journal of Innovation and Sustainable Development, Inderscience Enterprises Ltd, vol. 1(4), pages 349-370.
    2. Joanna Blake & Stephen Sterling & Ivor Goodson, 2013. "Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College," Sustainability, MDPI, vol. 5(12), pages 1-26, December.
    3. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.
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    Cited by:

    1. Asheena Singh-Pillay, 2023. "Pre-Service Teachers’ Experience of Learning about Sustainability in Technology Education in South Africa," Sustainability, MDPI, vol. 15(3), pages 1-13, January.
    2. Mikhail Deev & Leyla Gamidullaeva & Alexey Finogeev & Anton Finogeev & Sergey Vasin, 2021. "The Convergence Model of Education for Sustainability in the Transition to Digital Economy," Sustainability, MDPI, vol. 13(20), pages 1-17, October.
    3. Chung-Kwan Lo & Xiaowei Huang & Ka-Luen Cheung, 2022. "Toward a Design Framework for Mathematical Modeling Activities: An Analysis of Official Exemplars in Hong Kong Mathematics Education," Sustainability, MDPI, vol. 14(15), pages 1-17, August.

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