Implementing sustainable development education in the school curriculum: learning for ITE from teachers' experiences

M.J. McNaughton, Betsy King, T. Wisely (Editor), I. Barr (Editor)

Research output: Chapter in Book/Report/Conference proceedingChapter

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Abstract

The purpose of this research was to investigate the impact that planning, implementing and evaluating a classroom-based Sustainable Development/Global Citizenship project had on the participating teachers, particularly in terms of their knowledge and understanding, teaching and learning approaches and strategies, and values and attitudes relating to Sustainable Development and Global Citizenship Education (SDE/GCE). The initial research sample consisted of seventeen teachers who were undertaking a Chartered Teacher module entitled Education for a Sustainable Environment at the University of Strathclyde. From the original seventeen teachers, ten provided full sets of data that could be included for analysis.
Original languageEnglish
Title of host publicationInitial Teacher Education and the Global Dimension
PublisherDepartment for International Development
Pages129-140
Number of pages11
Publication statusPublished - 2010

Keywords

  • chartered teacher
  • initial teacher
  • teaching
  • learning

Cite this

McNaughton, M. J., King, B., Wisely, T. (Ed.), & Barr, I. (Ed.) (2010). Implementing sustainable development education in the school curriculum: learning for ITE from teachers' experiences. In Initial Teacher Education and the Global Dimension (pp. 129-140). Department for International Development.