Teacher Professional Development with an Education for Sustainable Development Focus in South Africa: Development of a Network, Curriculum Framework and Resources for Teacher Education

The study highlights critical insights of relevance to the shift to a content referenced curriculum in South Africa, and shows how the ‘knowledge mix' which forms the foundation of the new Teacher Education Qualifications Framework can be engaged. It also highlights some features of the changing knowledge environment, and what dominant knowledge practices are in environment and sustainability related teaching and teacher education practices, opening these up for further scrutiny. It raises concerns that dominant knowledge work, while integrating a range of forms of knowledge (as is expected of the Teacher Education system under the new policy), tends to be limited by content on problems and issues for raising awareness, and fails to develop deeper conceptual depth and understanding of environment and sustainability, as issues-based knowledge dominates. Similarly, it fails to support social innovation as a response to environment and sustainability concerns, as awareness raising dominates in dominant knowledge work. The study provides a revised conceptual framework for the Teacher Development Network (TEDN) programme, with guidance on key elements necessary to take the programme forward

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Promoting critical knowledge, skills and qualifications for sustainable development in Africa:How to design and implement an effective response through education and training systems?
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