Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Engaging teacher educators with the sustainability agenda

Engaging teacher educators with the sustainability agenda PurposeThere is broad consensus that the implementation of education for sustainable development (ESD) requires the consideration of geographical and cultural contexts. Despite such an agreement at a theoretical level, there is so far an apparent lack of practical experiences and solid research on approaches that effectively manage to engage professional educators in higher education with ESD in the context of a developing country from the Global South. This paper aims to address this gap and present a case study from a pilot professional development program (PDP) that sought to implement and mainstream ESD among Ethiopian colleges of teacher education (CTEs) and theological seminaries (TSs).Design/methodology/approachThe research presented is based on the methodology of evaluative case study research in ESD. It analyzes the PDP’s specific objectives with regard to capacity and structure building, describes major activities implemented and how these relate to the objectives and explores major outcomes of the PDP.FindingsThe paper presents a comprehensive training curriculum aimed at addressing ESD in Ethiopian CTEs and TSs in a whole-institution approach. Results suggest that the PDP’s approach to combine human capacity and institutional structure building was effective in supporting the implementation and mainstreaming of ESD in CTEs and TSs in Ethiopia.Originality/valueThis case study presents original research on a pilot Ethiopian PDP that was implemented in collaboration with two academic institutions from Ethiopia and Germany. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Sustainability in Higher Education Emerald Publishing

Loading next page...
 
/lp/emerald-publishing/engaging-teacher-educators-with-the-sustainability-agenda-4dmk13OP5e

References (49)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1467-6370
DOI
10.1108/IJSHE-02-2016-0029
Publisher site
See Article on Publisher Site

Abstract

PurposeThere is broad consensus that the implementation of education for sustainable development (ESD) requires the consideration of geographical and cultural contexts. Despite such an agreement at a theoretical level, there is so far an apparent lack of practical experiences and solid research on approaches that effectively manage to engage professional educators in higher education with ESD in the context of a developing country from the Global South. This paper aims to address this gap and present a case study from a pilot professional development program (PDP) that sought to implement and mainstream ESD among Ethiopian colleges of teacher education (CTEs) and theological seminaries (TSs).Design/methodology/approachThe research presented is based on the methodology of evaluative case study research in ESD. It analyzes the PDP’s specific objectives with regard to capacity and structure building, describes major activities implemented and how these relate to the objectives and explores major outcomes of the PDP.FindingsThe paper presents a comprehensive training curriculum aimed at addressing ESD in Ethiopian CTEs and TSs in a whole-institution approach. Results suggest that the PDP’s approach to combine human capacity and institutional structure building was effective in supporting the implementation and mainstreaming of ESD in CTEs and TSs in Ethiopia.Originality/valueThis case study presents original research on a pilot Ethiopian PDP that was implemented in collaboration with two academic institutions from Ethiopia and Germany.

Journal

International Journal of Sustainability in Higher EducationEmerald Publishing

Published: Jul 3, 2017

There are no references for this article.