Teachers’ perspectives on sustainable development: the implications for education for sustainable development

References

• Alberich, T. 2004. “Easy Guide" of Citizen Participation: Management Manual for the Promotion of Citizen Participation in Town Halls and Associations. Dykinson, Barcelona.
   Google Scholar
• Andic, D., and S. Tatalovic Vorkapic. 2017. “Teacher Education for Sustainability: The Awareness and Responsibility for Sustainability Problems.” Journal of Teacher Education for Sustainability 19 (2): 121–137.
   Google Scholar
• Biasutti, M., T. De Baz, and H. Alshawa. 2016. “Assessing the Infusion of Sustainability Principles into University Curricula.” Journal of Teacher Education for Sustainability 18 (2): 21–40. doi:10.1515/jtes-2016-0012.
   Google Scholar
• Burgener, L., and M. Barth. 2018. “Sustainability Competencies in Teacher Education: Making Teacher Education Count in Everyday School Practice.” Journal of Cleaner Production 174: 821–826. doi:10.1016/j.jclepro.2017.10.263.
   Web of Science ®Google Scholar
• Burns, A. 1992. “Teacher Beliefs and Their Influence on Classroom Practice.” Prospect 7 (3): 56–66.
   Google Scholar
• Cheung, P. 2020. “Teachers as Role Models for Physical Activity: Are Preschool Children More Active When Their Teachers Are Active?” European Physical Education Review 26 (1): 101–110. doi:10.1177/1356336X19835240.
   Web of Science ®Google Scholar
• Collins-Figueroa, M. 2012. “Biodiversity and Education for Sustainable Development in Teacher Education Programmes of Four Jamaican Educational Institutions.” Journal of Education for Sustainable Development 6 (2): 253–267. doi:10.1177/0973408212475257.
   Google Scholar
• Cross, S. 2019. “Primary School Teachers’ Perspectives on Education for Sustainable Development in Trinidad and Tobago: Education for Sustainable Development in Post-Colonial Trinidad and Tobago.” http://hdl.handle.net/1993/34168
   Google Scholar
• Darling-Hammond, L., L. Flook, C. Cook-Harvey, B. Barron, and B. Osher. 2020. “Implications for Educational Practice of the Science of Learning and Development.” Applied Developmental Science 24 (2): 97–140. doi:10.1080/10888691.2018.1537791.
   Web of Science ®Google Scholar
• Dimenäs, J., and M. Alexandersson. 2012. “Crossing Disciplinary Borders: Perspectives on Learning about Sustainable Development.” Journal of Teacher Education for Sustainability 14 (1): 5–19. doi:10.2478/v10099-012-0001-0.
   Google Scholar
• Down, L. 2008. “Extending the Constructivist Paradigm – A New Approach to Learning and Teaching for Sustainable Development.” Caribbean Journal of Education 30 (1): 60–81.
   Google Scholar
• Down, L. 2010. “Teaching and Learning in, with and for Community: Towards a Pedagogy for Education for Sustainable Development.” Southern African Journal of Environmental Education 27: 58–70.
   Google Scholar
• Down, L. 2011. “Beginning Teachers as Change Agents for Sustainable Societies: Exploring the Relationship between Beginning Teachers’ Concept of Change Agency and the Concept of Sustainability.” Caribbean Journal of Education 33 (1): 39–60.
   Google Scholar
• Down, L. 2015. “Engaging Mindfully with the Commons: A Case of Caribbean Teachers’ Experience with ESD.” Applied Environmental Education & Communication 14 (2): 105–111. doi:10.1080/1533015X.2014.974852.
   Google Scholar
• Down, L., and H. Nurse. 2007. “Education for Sustainable Development Networks, Potential and Challenge: A Critical Reflection on the Formation of the Caribbean Regional Network.” Journal of Education for Teaching 33 (2): 177–190. doi:10.1080/02607470701259473.
   Google Scholar
• Ferguson, T. 2008. “Pre-Service Teachers’ Views on Nature, the Environment and Sustainable Development: Implications for Teacher Education.” Caribbean Journal of Education 30 (1): 108–135.
   Google Scholar
• Ferguson, T., D. Ilisko, C. Roofe, and S. Hill. 2019. SDG4 – Quality Education: Inclusivity, Equity and Lifelong Learning for All. Bingley: Emerald Publishing Limited.
   Google Scholar
• Ferguson, T., and C. Roofe. 2020. “SDG4 in Higher Education: Challenges and Opportunities.” International Journal of Sustainability in Higher Education 21 (5): 959–975. doi:10.1108/IJSHE-12-2019-0353.
   Web of Science ®Google Scholar
• Fischer, E., and M. Hänze. 2020. “How Do University Teachers’ Values and Beliefs Affect Their Teaching?” Educational Psychology 40 (3): 296–317. doi:10.1080/01443410.2019.1675867.
   Web of Science ®Google Scholar
• Gustafsson, P., S. Engström, and A. Svenson. 2015. “Teachers’ View of Sustainable Development in Swedish Upper Secondary School.” Procedia - Social and Behavioral Sciences 167: 7– 14. doi:10.1016/j.sbspro.2014.12.635.
   Google Scholar
• Harwood, S. A. 2019. “Systems Thinking and Sustainable Development.” In Encyclopedia of Sustainability in Higher Education, edited by W. Leal Filho. Cham: Springer, p. 1-6.
   Google Scholar
• Hordatt Gentles, C. 2018. “Reorienting Jamaican Teacher Education to Address Sustainability: Challenges, Implications and Possibilities.” Caribbean Quarterly 64 (1): 149–166. doi:10.1080/00086495.2018.1435346.
   Google Scholar
• Jabareen, Y. 2008. “A New Conceptual Framework for Sustainable Development.” Environment, Development and Sustainability 10 (2): 179–192. doi:10.1007/s10668-006-9058-z.
   Google Scholar
• Jickling, B. 1994. “Why I Don’t Want my Children to Be Educated for Sustainable Development: Sustainable Belief.” Trumpeter 11 (3): 1–8.
   Google Scholar
• Jickling, B. 2000. “A Future for Sustainability?” Water, Air, and Soil Pollution 123 (1/4): 467–476. doi:10.1023/A:1005211410123.
   Web of Science ®Google Scholar
• Kioupi, V., and N. Voulvoulis. 2019. “Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes.” Sustainability 11 (21): 6104–6118. doi:10.3390/su11216104.
   Web of Science ®Google Scholar
• Krasny, M. 2020. Advancing Environmental Education Practice. Ithaca: Cornell University Press.
   Google Scholar
• Lamiell, J. T. 2003. “Rethinking the Role of Quantitative Methods in Psychology.” In Rethinking Methods in Psychology, edited by J. A. Smith, R. Harre, and L. Van Langenhove, 143–161. Thousand Oaks, CA: Sage Publications Ltd.
   Google Scholar
• Laurie, R., Y. Nonoyama-Tarumi, R. McKeown, and C. Hopkins. 2016. “Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research.” Journal of Education for Sustainable Development 10 (2): 226–242. doi:10.1177/0973408216661442.
   Google Scholar
• Leicht, A., B. Combes, W. J. Byun, and A. V. Agbedahin. 2018. “From Agenda 21 to Target 4.7: The Development of ESD.” In Issues and Trends in Education for Sustainable Development, edited by A. Leicht, J. Heiss, and W. J. Byun, 25–38. Paris: UNESCO.
   Google Scholar
• Loubser, C. P. 2015. “Students’ Views about the Inclusion of Environmental Education and Education for Sustainability in Teacher Education Courses.” International Journal of Educational Sciences 8 (1): 93–100. doi:10.1080/09751122.2015.11917596.
   Web of Science ®Google Scholar
• McKenzie, S., and A. Abdulkadri. 2018. Mechanisms to Accelerate the Implementation of the Sustainable Development Goals in the Caribbean. Santiago: United Nations and ECLAC.
   Google Scholar
• McKeown, R. 2002. Education for Sustainable Development Toolkit. http://www.esdtoolkit.org/
   Google Scholar
• National Environmental Education Committee (NEEC). 1998. The National Environmental Education Action Plan for Sustainable Development. Kingston, Jamaica: NEEC Secretariat.
   Google Scholar
• Park, E., H. Kim, and S. Yu. 2016. “Perceptions and Attitudes of Early Childhood Teachers in Korea about Education for Sustainable Development.” International Journal of Early Childhood 48 (3): 369–385. doi:10.1007/s13158-016-0176-y.
   Google Scholar
• Pennington, M. 1995. “The Teacher Change Cycle.” TESOL Quarterly 29 (4): 705–731. doi:10.2307/3588171.
   Web of Science ®Google Scholar
• Poza-Vilches, M. F., Jo Gutiérrez-Pérez, and A. López-Alcarria. 2019. “Participation and Sustainable Development.” In Encyclopedia of Sustainability in Higher Education, edited by W. Leal Filho. Cham: Springer, p. 1-12.
   Google Scholar
• Rieckmann, M. 2018. “Learning to Transform the World: Key Competencies in Education for Sustainable Development.” In Issues and Trends in Education for Sustainable Development, edited by A. Leicht, J. Heiss, and W. J. Byun, 39–59. Paris: UNESCO.
   Google Scholar
• Robinson, J. 2004. “Squaring the Circle? Some Thoughts on the Idea of Sustainable Development.” Ecological Economics 48 (4): 369–384. doi:10.1016/j.ecolecon.2003.10.017.
   Web of Science ®Google Scholar
• Sachs, J. 2012. “From Millennium Development Goals to Sustainable Development Goals.” Lancet 379 (9832): 2206–2211. doi:10.1016/S0140-6736(12)60685-0.
   PubMed Web of Science ®Google Scholar
• Sadler, T. D., A. Amirshokoohi, M. Kazempour, and K. M. Allspaw. 2006. “Socioscience and Ethics in Science Classrooms: Teachers Perspectives and Strategies.” Journal of Research in Science Teaching 43 (4): 353–376. doi:10.1002/tea.20142.
   Web of Science ®Google Scholar
• Selby, D. 2006. “The Firm and Shaky Ground of Education for Sustainable Development.” Journal of Geography in Higher Education 30 (2): 351–365. doi:10.1080/03098260600717471.
   Web of Science ®Google Scholar
• Sinakou, E., J. Boeve-de Pauw, and P. Van Petegem. 2019. “Exploring the Concept of Sustainable Development within Education for Sustainable Development: Implications for ESD Research and Practice.” Environment, Development, and Society 21 (1): 1–10.
   Web of Science ®Google Scholar
• Strachan, G. 2009. “Chapter 11. Systems Thinking.” In The Handbook of Sustainability Literacy, edited by A. Stibbe. Devon: Green Books, p. 1-4.
   Google Scholar
• Summers, M., and A. Childs. 2007. “Student Science Teachers’ Conceptions of Sustainable Development: An Empirical Study of Three Postgraduate Training Cohorts.” Research in Science & Technological Education 25 (3): 307–327. doi:10.1080/02635140701535067.
   Google Scholar
• Tulloch, L. 2019. “Embedding Education for Sustainability (EfS) into Teacher Education in the South Pacific, Challenges and Opportunities.” In Encyclopedia of Teacher Education, edited by M. A. Peters. Singapore: Springer, p. 1-6.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization (UNESCO). 2012. Education for Sustainable Development Sourcebook. Paris: UNESCO.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization (UNESCO). 2014. UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Paris: UNESCO.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization (UNESCO). 2018. Guidebook on Education for Sustainable Development for Educators: Effective Teaching and Learning in Teacher Education Institutions in Africa. Paris: UNESCO.
   Google Scholar
• United Nations Environment Programme (UNEP). 2014. Emerging Issues for Small Island Developing States. Results of the UNEP Foresight Process. Nairobi, Kenya: United Nations Environment Programme (UNEP).
   Google Scholar
• Vukic, T. 2019. “Sustainable Development from High School Teacher’s Perspective.” Philosophy, Sociology, Psychology and History 18 (3): 131–148. doi:10.22190/FUPSPH1903131V.
   Google Scholar
• Wals, A. 2009. Review of Contexts and Structures for Education for Sustainable Development. Paris: UNESCO.
   Google Scholar
• World Commission on Environment and Development (WCED). 1987. Our Common Future. Oxford: Oxford University Press.
   Google Scholar