Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning
This study builds on a research-practitioner partnership embedded within an education for sustainable development (ESD) project and aims to explore the major potential challenges (i.e., disciplinary boundaries set by subject specialization, especially in secondary education) and success factors (i.e., teacher co-learning experiences in ESD) associated with differences in teachers’ professional action competence (PACesd) in a sample of 557 in-service teachers in primary and secondary schools in Flanders, Belgium. The study employed a recently validated PACesd measurement instrument and involved... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2022 |
Reihe/Periodikum: | Sustainability, Vol 14, Iss 767, p 767 (2022) |
Verlag/Hrsg.: |
MDPI AG
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Schlagwörter: | teachers’ professional action competence (PACesd) / education for sustainable development (ESD) / teacher co-learning / in-service teachers / primary and secondary schools / Flanders / Environmental effects of industries and plants / TD194-195 / Renewable energy sources / TJ807-830 / Environmental sciences / GE1-350 |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-26693910 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://doi.org/10.3390/su14020767 |