Roberts, Jane and Roberts, Carolyn
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As the challenge to incorporate education for sustainable development (ESD) into higher education curricula grows ever more urgent, educational developers have a key role to play in empowering academics to become more effective ESD practitioners. In this chapter we discuss the extent to which such programmes could and should be modelled on active, enquiring and experiential pedagogies which are associated with best practice in education for sustainable development. We also examine the potential role for communities of practice to support professional development for ESD within institutions. In particular, we evaluate a professional development exercise at the University of Gloucestershire which experimented with such approaches and discuss its potential transferability.
|Item Type:||Book Chapter|
|Copyright Holders:||2012 SEDA|
|Keywords:||education for sustainable development; educational development; staff development; communities of practice|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Depositing User:||Jane Roberts|
|Date Deposited:||06 Feb 2012 16:11|
|Last Modified:||08 Feb 2017 07:47|
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