An Analysis of the Perception of Teachers on the Inclusion of Education for Sustainable Development (ESD) In the Curriculum of Teacher Education

Abstract

The aim of this study is to explore the perception of aspiring teachers on promoting the education of sustainability (ESD). The ideology of ESD is paramount being one of the lifelong skills of 21st century. ESD empowers pupils to take informed decisions about the integrity of environment and economy keeping in view the cultural diversity. The study aims to explore the perception of aspiring teachers on promoting the education of sustainability (ESD) in the curriculum of teachers ‘education. The fundamental emphasizes of this paper is gathering a variety of participants’ perception of the implementation of ESD in teachers’ education curriculum. The paper utilized the primary qualitative design and conducted semi-structured interviews to have an in-depth analysis of the perception of final year students enrolled in B.Ed. program. The data is analyzed using the technique of thematic analysis. Three themes emerged out of the analysis (1) the role of primary education, (2) sustainability issues such as knowledge, understanding and attitudes, and (3) attitudes towards ESD. The findings reflected that teacher (enrolled in B.Ed.) positively opined incorporating ESD in the curriculum of teaching education to allow them to improve the existing practices. They suggested that this inclusion will help them save environment while promoting such practices among their students. Resultantly, it would lead to environmentally sustainable future. All the participants were of the view that ESD was no doubt highly desirable. The participants comprehended that ESD could be incorporated in various disciplines like science, history, geography etc. to promote the idea of sustainability across all the disciplines, In this Research Context ESD carries a lot of importance as the interview questions and answers provided a very clear-cut insight of the novice teachers who were enthusiastic to bring this innovation in the primary education by volunteering themselves to learn and educate themselves first for a successful implementation of ESD.

Implementing Improvisation Techniques to Teach Spoken English at Undergraduate Level: A Classroom Action Research

“…The results show that the improvement in self-assessment to highlight the demands for taking bold steps in traditional evaluation criteria would ultimately become the cause for students' self-learning and active participation. Ershad et. al (2022) in their study investigated the perception of aspiring teachers on promoting the education of sustainability.…”