Analytical Study Based on Perspectives of Teacher Educators in India with Respect to Education for Sustainable Development

Abstract

Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators, teaching graduate and post-graduate level courses of teacher education programs of India’s Chandigarh region. A codebook was developed on the basis of UNESCO’s Teaching and Learning for a Sustainable Future (TLSF) program for the analysis. The findings of the research identified how and to what extent the indicators of ESD were addressed through broader categories of knowledge, skills and values. The research joins larger conversation of reorienting the teacher education programs particularly through the lens of cultural sustainability to achieve a sustainable future.

Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development

“…Thus, the achievement of inclusive, equitable, quality education and lifelong learning opportunities for all learners ultimately depends on sustainable training and supply of qualified teachers in developing and underdeveloped countries. However, studies have established that there has been limited emphasis in literature regarding the realisation of SDG 4 in the context of teacher education (Jetly & Singh, 2019;Sunthonkanokpong & Murphy, 2019). To determine the progress and realisation of SDG 4 in the context of teacher education, Sunthonkanokpong and Murphy (2019) have recommended the application of conceptual framework based on four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning.…”

“…Several studies have identified essential components that are related to sustainable development and act as the foundation for a sustainable future that must be explicitly incorporated in teacher education programs to effectively train teachers to achieve the SDG 4. These relevant components include: knowledge about SEN, behavioural management strategies, legislation and policies, inclusive values and knowledge about pedagogical skills (Booth & Dyssegaard, 2008;Forlin & Sin, 2010;Jetly & Singh, 2019;Sunthonkanokpong & Murphy, 2019).…”

“…More importantly, the inclusive paradigm shift goes beyond inclusion of children with disability and SEN into regular schools and defines disability away from the one rooted in psycho-medical/deficits understanding SEN and deviance towards a more social construction approach, social justice, human rights and multicultural education. Incorporation of these relevant issues in the teacher education courses will promote equity in the context of teacher education and enable teachers to commit to social justice in terms of promoting fairness and inclusion of those typically marginalised (Jetly & Singh, 2019), thereby promoting the achievement of SDG 4 (Sunthonkanokpong & Murphy, 2019).…”

“…Inclusive pedagogical practices are critical to the achievement of SDG 4 and thus constitute relevant inclusive knowledge that must be addressed in teacher education for sustainability (Forlin & Sin, 2010). These are student-centred instructional approaches that are responsive to individual differences among learners and ensure that all learners are provided with rich learning opportunities to enable their active participation in classroom community (Marujo, 2020;Jetly & Singh, 2019). The contribution of the student in the construction of knowledge (Cognitive constructivism) and the studentís interaction with others to generate meaning (Social constructivism) are key features of student-centred and participatory pedagogical approaches.…”

“…Moreover, cooperative teaching or co-teaching, whereby two or more teachers (usually regular and special education teachers) share expertise, decision making, responsibility and accountability for teaching and outcomes for some or all of the students, is an essential inclusive skill that must be developed by student teachers. Furthermore, teachers collaborating with parents and families have been identified as a vital condition for an inclusive environment (Jetly & Singh, 2019).…”