Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?

Abstract

Education for Sustainable Development (ESD) is a feature of academic and policy debates within initial teacher education around the world. A theme within these debates is the extent to which ESD is more than just a body of knowledge, and if it suggests different pedagogical approaches which may be prevalent in most countries. Another feature of these debates is whether ESD can be seen as suggesting a transformative approach as opposed to a transmissive approach. As a qualitative study, using examples from research and evidence gathered in England and Turkey through document analysis, this article identifies both the opportunities and challenges for teacher education courses using ESD as a means for promoting a distinctive pedagogical approach and whether they can be seen as posing transformative learning.

Education for Sustainable Development in Early Childhood Education in Chile

“…Sin embargo, se encontraron elementos comunes que dan cuenta del imaginario presente, a saber, el cuidado y preocupación por el medioambiente, uso del agua, calentamiento global y mantener los recursos para que perduren en el tiempo. Es desde este argumento que desprendemos el sentido que otorgan a la EfS las educadoras y lo vinculamos con cómo las prácticas educativas del presente tienen la potencialidad de repercutir en la transformación de los hábitos que requiere el planeta, para salvaguardar sus condiciones de habitabilidad en el futuro (Bourn & Soysal, 2021).…”

“…Esencialmente, la EfS resultaría relevante para fortalecer caminos hacia prácticas y creencias que permitan promover la sostenibilidad en las futuras generaciones (Pearson & Degotardi, 2009). En efecto, concebir una EfS desde la primera infancia condescenderá en una vida armoniosa con el ambiente (Bourn & Soysal, 2021;Pegalajar-Palomino & Burgos-García, 2021).…”

The importance of a transformative biodiversity education for perceiving, appreciating and supporting lichen diversity in German urban environments

“…Transformational learning approaches align well with participatory, place-based and enquiry-based pedagogies, which are inherently student-centred; they include a range of strategies, as well as critical pedagogies, which generate a questioning frame of mind, a reflective approach to our actions and the actions of others, and a commitment to do something. This holistic approach to transformational learning experiences focuses on involving students’ heads (engage), hearts (enable) and hands (enact), to inspire and cultivate critical thinking, relational knowledge and practical applications (Bourn & Soysal 2021; Walshe & Sund 2022).…”

Pre-service teachers’ disposition and attitude to environmental literacy in sanitation and waste management in a Nigerian university

“…The challenge of producing environmentally literate teachers dated back to the Tbilisi Conference of 1977 at which teacher education was first recognized as critical to translating the core messages of environmental education (EE) into problem-solving activities within the classrooms as well as in the communities (Bourn & Soysal, 2021;Fien & Tilbury, 1996;UNESCO-UNEP, 1990). Research in the 1980s and 1990s focused on understanding the general EE knowledge, beliefs and practices of teachers with less emphasis on the problem-solving dimensions which EL demanded and still demands (Sosu et al, 2008;Swanepoel et al, 2002).…”