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Group Members
◇ Aniqa Amir
◇ Farwa Iqbal
Teacher Education for
Sustainable Development
Sustainable Development
“Sustainable development is development that
meets the needs of the present without
compromising the ability of future generations to
meet their own needs”
(World Commission on Environment and
Development, 1987, p 43).
4
Education for Sustainable
Development
◇ Education for Sustainable Development is a dynamic
concept that encompasses a new vision of education to
empower people to assume responsibility for creating a
sustainable future.
◇ Education is an essential tool for achieving sustainability.
◇ People around the world recognize that current economic
development trends are sustainable and that public
awareness, education and training are key to moving
society towards sustainability.
◇ Education for sustainable development ESD was initiated
by people outside of the education community.
5
◇ As the concepts of sustainable development was
discussed and formulated, it became apparent that
education is key to sustainability
◇ In many countries, ESD is still being shaped by those
outside the education community.
◇ The concepts and content of ESD in these cases are
developed by ministers, such as those of environment
and health, and then given to educators to deliver.
◇ To promote a better understanding of ESD a contest
was held in 2014 to create a more friendly and easy to
remember slogan: “Learning to Build a Better Earth
than Todays.”
6
◇ Education for sustainable development (ESD)
promotes the development of the knowledge, skills,
understanding, value and actions required to create a
sustainable world, which ensures environmental
protection and conservation, promotes social equity
and encourages economic sustainability.
◇ UNESCO defines Education for Sustainable
Development as
“Education for Sustainable development (ESD)
empowers people to change the way they think and
work towards a sustainable future.”
7
Teacher Education:
◇ “Teacher education refers to the policies and
procedures designed to equip prospective teachers with
the knowledge, attitudes, behaviours and skills they
require to perform their tasks effectively in the
classroom, school and wider community.”
◇ Teacher education, any of the formal programs that
have been established for the preparation of teachers
at the elementary- and secondary-school levels.
◇ Teacher education, as it exists today, can be divided
into two stages, preservice and in-service.
8
◇ Preservice education includes all the stages of
education and training that precede the teacher’s
entry to paid employment in a school.
◇ In-service training is the education and training that
the teacher receives after the beginning of his career.
◇ Education serves as the backbone for the
development of nations and a teacher make that
backbone more strong.
◇ Teacher must be competent enough that he/she could
engage his/her students in this systematic process of
gaining knowledge.
9
Teacher Competencies
Knowledge of Students and Their Development
◇ Understands and appreciates diversity
◇ Forms constructive relationships with students
◇ Connects students' prior learning, life experiences and
interests with learning goals
◇ Uses a variety of instructional strategies and resources to
respond to students' diverse needs
◇ Facilitates learning experiences that promote autonomy,
interaction and choice
◇ Engages students in problem solving, critical thinking and
other activities that make subject matter meaningful
10
Creates an Effective Learning Environment
◇ Establishes a climate that promotes fairness in students
◇ Establishes a collaborative learning environment
◇ Creates a physical environment that engages all
students
◇ Plans and implements classroom procedures and
routines that support student learning
◇ Uses instructional time effectively
11
Understands Subject Matter
◇ Demonstrates knowledge of subject matter content
and skills
◇ Interrelates ideas and information within and across
subject matter areas
◇ Uses instructional strategies that are appropriate to
the subject matter
◇ Uses materials, resources and technologies to provide
meaningful learning
12
Plans and Designs Appropriate Learning Experiences
◇ Establishes goals for student learning
◇ Develops and sequences instructional activities for
student learning
◇ Modifies instructional plans to meet the needs of all
students
◇ Uses resources to meet the needs of student
13
Uses On-going Assessment to Monitor Student Learning
◇ Communicates learning goals to students
◇ Collects and uses multiple sources of information to
assess learning
◇ Assists students in assessing their own learning
◇ Maintains up-to-date records a analyses data
◇ Communicates with students and families about
student progress
14
Develops Professional Practice
◇ Reflects on teaching practice to extend knowledge and
skills
◇ Establishes goals for professional development
◇ Meets the responsibilities of a professional educator
◇ Works with families in supporting student learning
◇ Maintains positive relationships with other professionals
◇ Works with colleagues to improve professional practice
15
Work on Teacher Education
for Sustainable
Development:
◇ Teacher education is important in that it helps to
professionalize the teaching field, improve student
learning, and contribute to the overall success of
schools.
◇ Teacher education is mainly provided in TEIs (teacher
education institutes) some of which are universities.
◇ Some countries have teacher-certification
requirements and others have teacher-education
program requirements.
16
◇ In some countries, governments set qualifications or
standards for the initial preparation of teachers and for
continuing education.
◇ In other countries, universities set these standards for
initial teacher preparation.
◇ Although there are no international standards for ESD
in teacher education, striking similarities in teacher
education programs suggest they may have been
shaped by ESD publications by the United Nations
Educational, Scientific and Cultural Organization
(UNESCO) and other organizations as well as by
academic disciplines adopting ESD.
17
◇ ESD in teacher education at the end of the DESD is
situated within the contexts of education,
sustainability, and teaching.
◇ ESD is evolving and emerging in a world where:
■ Teacher education is implemented very unevenly
around the world.
■ Sustainability is being implemented unevenly
around the world.
■ The complexity and depth of the problems related
to sustainability, education, and teacher
education are great.
18
◇ Our Common Future, the Report of the World Commission
on Environment and Development (1987) states that "the
world's teachers ... have a crucial role to play" in helping to
bring about "the extensive social changes" needed along
the pathway towards a sustainable future.
◇ For teachers to play this role successfully they require a
commitment to the principles of education for
sustainability; without it, they may lack the skills, insights
and desire to ensure that their students are provided with
opportunities to learn how to contribute to the ways their
communities are working to advance the transition to
sustainability.
◇ The international community has always had an ambitious
role for teacher education, perceiving it as "potentially the
greatest source of educational change in an organised,
orderly society" (UNESCO, 1976).
19
◇ Effective teacher education is a vital first step in producing
an environmentally literate population which can, in turn,
advance the transition towards sustainability.
◇ A special commitment from teacher education institutions
is necessary to reorient teacher education towards
sustainability.
◇ This is because education for sustainability requires a new
focus and outlook within education which prospective
teachers-and teacher educators-may not have
experienced in their own education.
◇ This new outlook has been described as the exploration of
"a new personal and individualised behaviour based on
the 'global ethic' which can be realised only through the
enlightenment and training of educational professionals"
(Simpson et al., 1988, p. 17).
20
Teacher Education for
Sustainable Development in
Pakistan:
◇ Teacher education in Pakistan had undergone
profound reform in the past decade.
◇ Teacher education reform in Pakistan occurred
during the DESD (United Nations Decade of
Education for Sustainable Development. The
Decade of Education for Sustainable Development
(DESD) 2005-2014 was an Education for
Sustainable Development (ESD) initiative of the
United Nations).
21
◇ The Pakistan National Commission for UNESCO launched a
project ‘Strengthening Teacher Education in Pakistan
(STEP) in 2005.
◇ The United States Agency for International Development
(USAID) also supported the program by providing technical
assistance (US Mission to UNESCO, n.d.).
◇ With the support of USAID and UNESCO, the Policy and
Planning Wing of the Ministry of Education developed
National Professional Standards for Teachers (Ministry of
Education, 2009).
◇ Another initiative regarding teacher education reform was
the establishment of National Accreditation Council for
Teacher of Pakistan with assistance from the USAID.
◇ Teacher education reform in Pakistan was supported by the
United States Agency for International Development
(USAID)
22
◇ In the first phase of the project Strengthening Pre-service
Teacher Education in Pakistan (Pre-STEP), Michigan
State University provided support in developing new
curriculum and in planning new teacher education policy
(Pre-STEP, 2009).
◇ In the second phase of the project named as ‘USAID
Teacher Education Project’, Columbia University’s
Teachers College became a partner (USAID, 2012).
◇ NACTE developed standards for accrediting teacher
education programs across the country (NACTE, 2009).
◇ The introduction of four-year B.Ed. programme was
another initiative taken in 2006.
◇ The program is offered after 12 years of education.
23
◇ Previously, the B.Ed. was a one-year degree offered
to the students after 14 years of education.
◇ For the four-year degree program, the process of
curriculum development was initiated at the Higher
Education Commission (HEC) of Pakistan with
assistance from the USAID.
◇ The current study was built upon the assumption
that ESD is fully incorporated in teacher education
only if ESD is part of regulatory frameworks of
teacher education; embedded in the teacher
education curriculum; and is a research priority.
24
◇ The study assumption was primarily rooted in the objectives
identified by UNECE (2005) for the member states. Some of the
guiding objectives are:
■ Ensure that policy, regulatory and operational frameworks
support ESD
■ Equip educators with the competence to include sustainable
development in their teaching
■ Promote research on and development of ESD
◇ Relevant policy initiatives and development of regulatory
frameworks are essential to introduce any educational reform such
as the implementation of ESD. Buckler and Creech (2014) contend
that:
Professional standards for teachers, and the accreditation of teacher
education institutions [TEIs], can be powerful tools for implementing
change in teacher education programmes. Changes in accreditation
standards serve to mainstream ESD across all TEIs or teacher-
preparation programmes in a country and further influence how ESD is
approached in classrooms. (p. 96)
25
26

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Teacher Education for Sustainable Development

  • 1.
  • 2. Group Members ◇ Aniqa Amir ◇ Farwa Iqbal
  • 4. Sustainable Development “Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (World Commission on Environment and Development, 1987, p 43). 4
  • 5. Education for Sustainable Development ◇ Education for Sustainable Development is a dynamic concept that encompasses a new vision of education to empower people to assume responsibility for creating a sustainable future. ◇ Education is an essential tool for achieving sustainability. ◇ People around the world recognize that current economic development trends are sustainable and that public awareness, education and training are key to moving society towards sustainability. ◇ Education for sustainable development ESD was initiated by people outside of the education community. 5
  • 6. ◇ As the concepts of sustainable development was discussed and formulated, it became apparent that education is key to sustainability ◇ In many countries, ESD is still being shaped by those outside the education community. ◇ The concepts and content of ESD in these cases are developed by ministers, such as those of environment and health, and then given to educators to deliver. ◇ To promote a better understanding of ESD a contest was held in 2014 to create a more friendly and easy to remember slogan: “Learning to Build a Better Earth than Todays.” 6
  • 7. ◇ Education for sustainable development (ESD) promotes the development of the knowledge, skills, understanding, value and actions required to create a sustainable world, which ensures environmental protection and conservation, promotes social equity and encourages economic sustainability. ◇ UNESCO defines Education for Sustainable Development as “Education for Sustainable development (ESD) empowers people to change the way they think and work towards a sustainable future.” 7
  • 8. Teacher Education: ◇ “Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the classroom, school and wider community.” ◇ Teacher education, any of the formal programs that have been established for the preparation of teachers at the elementary- and secondary-school levels. ◇ Teacher education, as it exists today, can be divided into two stages, preservice and in-service. 8
  • 9. ◇ Preservice education includes all the stages of education and training that precede the teacher’s entry to paid employment in a school. ◇ In-service training is the education and training that the teacher receives after the beginning of his career. ◇ Education serves as the backbone for the development of nations and a teacher make that backbone more strong. ◇ Teacher must be competent enough that he/she could engage his/her students in this systematic process of gaining knowledge. 9
  • 10. Teacher Competencies Knowledge of Students and Their Development ◇ Understands and appreciates diversity ◇ Forms constructive relationships with students ◇ Connects students' prior learning, life experiences and interests with learning goals ◇ Uses a variety of instructional strategies and resources to respond to students' diverse needs ◇ Facilitates learning experiences that promote autonomy, interaction and choice ◇ Engages students in problem solving, critical thinking and other activities that make subject matter meaningful 10
  • 11. Creates an Effective Learning Environment ◇ Establishes a climate that promotes fairness in students ◇ Establishes a collaborative learning environment ◇ Creates a physical environment that engages all students ◇ Plans and implements classroom procedures and routines that support student learning ◇ Uses instructional time effectively 11
  • 12. Understands Subject Matter ◇ Demonstrates knowledge of subject matter content and skills ◇ Interrelates ideas and information within and across subject matter areas ◇ Uses instructional strategies that are appropriate to the subject matter ◇ Uses materials, resources and technologies to provide meaningful learning 12
  • 13. Plans and Designs Appropriate Learning Experiences ◇ Establishes goals for student learning ◇ Develops and sequences instructional activities for student learning ◇ Modifies instructional plans to meet the needs of all students ◇ Uses resources to meet the needs of student 13
  • 14. Uses On-going Assessment to Monitor Student Learning ◇ Communicates learning goals to students ◇ Collects and uses multiple sources of information to assess learning ◇ Assists students in assessing their own learning ◇ Maintains up-to-date records a analyses data ◇ Communicates with students and families about student progress 14
  • 15. Develops Professional Practice ◇ Reflects on teaching practice to extend knowledge and skills ◇ Establishes goals for professional development ◇ Meets the responsibilities of a professional educator ◇ Works with families in supporting student learning ◇ Maintains positive relationships with other professionals ◇ Works with colleagues to improve professional practice 15
  • 16. Work on Teacher Education for Sustainable Development: ◇ Teacher education is important in that it helps to professionalize the teaching field, improve student learning, and contribute to the overall success of schools. ◇ Teacher education is mainly provided in TEIs (teacher education institutes) some of which are universities. ◇ Some countries have teacher-certification requirements and others have teacher-education program requirements. 16
  • 17. ◇ In some countries, governments set qualifications or standards for the initial preparation of teachers and for continuing education. ◇ In other countries, universities set these standards for initial teacher preparation. ◇ Although there are no international standards for ESD in teacher education, striking similarities in teacher education programs suggest they may have been shaped by ESD publications by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and other organizations as well as by academic disciplines adopting ESD. 17
  • 18. ◇ ESD in teacher education at the end of the DESD is situated within the contexts of education, sustainability, and teaching. ◇ ESD is evolving and emerging in a world where: ■ Teacher education is implemented very unevenly around the world. ■ Sustainability is being implemented unevenly around the world. ■ The complexity and depth of the problems related to sustainability, education, and teacher education are great. 18
  • 19. ◇ Our Common Future, the Report of the World Commission on Environment and Development (1987) states that "the world's teachers ... have a crucial role to play" in helping to bring about "the extensive social changes" needed along the pathway towards a sustainable future. ◇ For teachers to play this role successfully they require a commitment to the principles of education for sustainability; without it, they may lack the skills, insights and desire to ensure that their students are provided with opportunities to learn how to contribute to the ways their communities are working to advance the transition to sustainability. ◇ The international community has always had an ambitious role for teacher education, perceiving it as "potentially the greatest source of educational change in an organised, orderly society" (UNESCO, 1976). 19
  • 20. ◇ Effective teacher education is a vital first step in producing an environmentally literate population which can, in turn, advance the transition towards sustainability. ◇ A special commitment from teacher education institutions is necessary to reorient teacher education towards sustainability. ◇ This is because education for sustainability requires a new focus and outlook within education which prospective teachers-and teacher educators-may not have experienced in their own education. ◇ This new outlook has been described as the exploration of "a new personal and individualised behaviour based on the 'global ethic' which can be realised only through the enlightenment and training of educational professionals" (Simpson et al., 1988, p. 17). 20
  • 21. Teacher Education for Sustainable Development in Pakistan: ◇ Teacher education in Pakistan had undergone profound reform in the past decade. ◇ Teacher education reform in Pakistan occurred during the DESD (United Nations Decade of Education for Sustainable Development. The Decade of Education for Sustainable Development (DESD) 2005-2014 was an Education for Sustainable Development (ESD) initiative of the United Nations). 21
  • 22. ◇ The Pakistan National Commission for UNESCO launched a project ‘Strengthening Teacher Education in Pakistan (STEP) in 2005. ◇ The United States Agency for International Development (USAID) also supported the program by providing technical assistance (US Mission to UNESCO, n.d.). ◇ With the support of USAID and UNESCO, the Policy and Planning Wing of the Ministry of Education developed National Professional Standards for Teachers (Ministry of Education, 2009). ◇ Another initiative regarding teacher education reform was the establishment of National Accreditation Council for Teacher of Pakistan with assistance from the USAID. ◇ Teacher education reform in Pakistan was supported by the United States Agency for International Development (USAID) 22
  • 23. ◇ In the first phase of the project Strengthening Pre-service Teacher Education in Pakistan (Pre-STEP), Michigan State University provided support in developing new curriculum and in planning new teacher education policy (Pre-STEP, 2009). ◇ In the second phase of the project named as ‘USAID Teacher Education Project’, Columbia University’s Teachers College became a partner (USAID, 2012). ◇ NACTE developed standards for accrediting teacher education programs across the country (NACTE, 2009). ◇ The introduction of four-year B.Ed. programme was another initiative taken in 2006. ◇ The program is offered after 12 years of education. 23
  • 24. ◇ Previously, the B.Ed. was a one-year degree offered to the students after 14 years of education. ◇ For the four-year degree program, the process of curriculum development was initiated at the Higher Education Commission (HEC) of Pakistan with assistance from the USAID. ◇ The current study was built upon the assumption that ESD is fully incorporated in teacher education only if ESD is part of regulatory frameworks of teacher education; embedded in the teacher education curriculum; and is a research priority. 24
  • 25. ◇ The study assumption was primarily rooted in the objectives identified by UNECE (2005) for the member states. Some of the guiding objectives are: ■ Ensure that policy, regulatory and operational frameworks support ESD ■ Equip educators with the competence to include sustainable development in their teaching ■ Promote research on and development of ESD ◇ Relevant policy initiatives and development of regulatory frameworks are essential to introduce any educational reform such as the implementation of ESD. Buckler and Creech (2014) contend that: Professional standards for teachers, and the accreditation of teacher education institutions [TEIs], can be powerful tools for implementing change in teacher education programmes. Changes in accreditation standards serve to mainstream ESD across all TEIs or teacher- preparation programmes in a country and further influence how ESD is approached in classrooms. (p. 96) 25
  • 26. 26