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Virtual Field Trips in Binational Collaborative Teacher Training: Opportunities and Challenges in the Context of Education for Sustainable Development

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Listed:
  • Caroline Leininger-Frézal

    (Department of History Geography and Social Science, Université Paris Cité, 75013 Paris, France)

  • Sandra Sprenger

    (Department of Social Sciences, Mathematics and Natural Sciences Education, Universität Hamburg, 20146 Hamburg, Germany)

Abstract

Virtual field trips (VFTs) are a way to overcome travel restrictions and continue to explore distant spaces, foreign issues, and learning opportunities. The intent of this article is to show how VFTs are used in learning geography in the context of education for sustainable development (ESD). The goal is to develop a didactic approach to the use of virtual fieldwork in ESD with geography teachers in pre-service and in-service teacher training at two universities. This article has the following aims. The first is to explain what a VFT is from a theoretical and technical perspective, which raises questions about forms and tools. The second is to explain how a remote intercultural seminar was conceived and implemented to create virtual fieldwork. The third is to present the methodology on which this experimentation is based and to explore the opportunities and limitations of VFTs. The last is to present and discuss the results.

Suggested Citation

  • Caroline Leininger-Frézal & Sandra Sprenger, 2022. "Virtual Field Trips in Binational Collaborative Teacher Training: Opportunities and Challenges in the Context of Education for Sustainable Development," Sustainability, MDPI, vol. 14(19), pages 1-16, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:19:p:12933-:d:938025
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    References listed on IDEAS

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    1. Mirjam Braßler & Sandra Sprenger, 2021. "Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development," Sustainability, MDPI, vol. 13(6), pages 1-21, March.
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