Beyond perception. Do pre-service geography teachers understand education for sustainable development?
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| Title: | Beyond perception. Do pre-service geography teachers understand education for sustainable development? |
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| Authors: | Nguyen, Thao Phuong1 (AUTHOR) nguyenphuongthao@hnue.edu.vn, Hoang, Tuan Thai1 (AUTHOR), Trinh, Thach Quang1 (AUTHOR), Muñiz Solari, Osvaldo2 (AUTHOR), Nguyen, Anh Ngoc3 (AUTHOR), Schrüfer, Gabriele4 (AUTHOR), Xuan Do, May Thi1 (AUTHOR), Nguyen, Thang Huu1 (AUTHOR), Ni Nguyen, Thi Ha5 (AUTHOR) |
| Source: | International Research in Geographical & Environmental Education. May2026, Vol. 35 Issue 2, p142-158. 17p. |
| Subject Terms: | *Teacher education, *Environmental education, *Teacher attitudes, *Geography teachers, *Pedagogical content knowledge, *Teaching methods, Sustainable development, Vietnamese people |
| Geographic Terms: | Vietnam |
| Abstract: | Given the influence of teachers' knowledge, perceptions, beliefs, and attitudes on their teaching and students' learning, this study investigates the understanding regarding Education for Sustainable Development (ESD) among pre-service geography teachers in Vietnam. In-depth interviews were conducted with pre-service teachers from various teacher education institutions in Vietnam. The results show that, while the interviewees mentioned key dimensions of ESD including learning content, learning outcomes, and pedagogy, they primarily approached ESD from a normative and instrumental perspective. However, their understanding of ESD remains unclear, reflecting a lack of theory-based knowledge on the subject. The findings suggest a critical need for changes in teacher education to improve understanding of ESD in the Vietnamese context. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Given the influence of teachers' knowledge, perceptions, beliefs, and attitudes on their teaching and students' learning, this study investigates the understanding regarding Education for Sustainable Development (ESD) among pre-service geography teachers in Vietnam. In-depth interviews were conducted with pre-service teachers from various teacher education institutions in Vietnam. The results show that, while the interviewees mentioned key dimensions of ESD including learning content, learning outcomes, and pedagogy, they primarily approached ESD from a normative and instrumental perspective. However, their understanding of ESD remains unclear, reflecting a lack of theory-based knowledge on the subject. The findings suggest a critical need for changes in teacher education to improve understanding of ESD in the Vietnamese context. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10382046 |
| DOI: | 10.1080/10382046.2024.2417501 |
