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ID 49139
本文ファイル
著者
Owoyemi, Toyin Eunice
抄録(英)
The professional development of teachers in Education for Sustainable Development (ESD) has been identified as ‘the priority of priorities.’ But unfortunately, in some developing countries like Nigeria, teacher education is seen as a key strategy that is yet to be effectively utilized to embed education for sustainable development in school system. Sustainable development is one of the greatest challenges of 21st century for all disciplines and over the past three decades there has been redevelopment of curriculum in many of the developed nations in the world consistent with the ideology of “education for sustainable development”. This study investigates pre-service teachers’ knowledge and understanding of education for sustainable development in Nigeria. The study also compares the understanding of those in science discipline with their counterparts in other disciplines as in arts and social sciences. Results revealed lack of adequate knowledge of ESD and variation in terms of understanding based on pre-service teachers’ area of discipline. It is therefore recommended among others that ESD should be properly integrated into all existing teacher education programmes in order to reorient teacher education to address sustainability.
内容記述
Group C: Teacher Professional Development
掲載誌名
CICE叢書6 Africa-Asia University Dialogue for Educational Development : Final Report of Phase IV Research Results : Toward Achieving the SDG4 : Contributions of African and Asian Researchers
6巻
開始ページ
147
終了ページ
159
出版年月日
2019-06
出版者
広島大学教育開発国際協力研究センター
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
単行書の章
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2019 広島大学教育開発国際協力研究センター
関連情報URL
部局名
教育開発国際協力研究センター
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