A comparative review of policy and practice for education for sustainable development/education for global citizenship (ESD/GC) in teacher education across the four nations of the UK

Bamber, Philip; Bullivant, Andrea; Glover, Alison; King, Betsy and McCann, Gerard (2016). A comparative review of policy and practice for education for sustainable development/education for global citizenship (ESD/GC) in teacher education across the four nations of the UK. Management in Education, 30(3) pp. 112–120.

DOI: https://doi.org/10.1177/0892020616653179

Abstract

The early 21st century has seen a period of extreme turbulence in education at all levels in the UK. Although education policy was administrated on a territorial basis before 1999, the 1998–1999 devolution settlement has amplified the complexity of education policy and practice across England, Wales, Scotland and Northern Ireland. Through a comparative review of teacher education across the four nations, this article will highlight aspects of divergence and convergence of policy and practice with a particular focus on education for sustainable development/education for global citizenship (ESD/GC). The implications for ESD/GC will be considered in relation to statutory teaching standards/ competencies, values and ideologies, curriculum and pedagogy, and the role of the third sector. This discussion will identify opportunities and challenges facing ESD/GC in teacher education across the four nations.

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