Abstract
Teacher education is a key space in the implementation of sustainability education. The current study
aimed at investigating the status of education for sustainable development in teacher education of
Pakistan. The study employed content analysis of the key teacher education documents developed
during the United Nations Decade of Education for Sustainable Development (2005-2014). The
documents included in the study were: National Accreditation Standards for Teacher Education
Programmes; National Professional Standards for Teachers; and B.Ed. (Honours) Curriculum. The
content analysis indicated that education for sustainable development had been only partially
addressed in the national documents on teacher education. Only 5 % of the content of the B.Ed.
curriculum deals with sustainability. Similarly, National Professional Standards for Teachers and
Standards for Teacher Education Programmes were found deficient in terms of their focus on
sustainability education. The study findings indicate a dire need for mainstreaming of education for
sustainable development in teacher education of Pakistan. The study indicates that although teacher
education reform in Pakistan occurred during the United Nations Decade of Education for Sustainable
Development, it did not incorporate the elements of sustainability education. This raises questions
about the implementation of international initiatives across all the countries.
Qudsia Kalsoom, Naima Qureshi, Afifa Khanam. (2019) Teacher Education for Sustainable Development in Pakistan: Content Analysis of Teacher Education Curriculum and Standards, Journal of Research and Reflections in Education, Volume 13, Issue 1.
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