Developing and applying a critical and transformative model to address education for sustainable development in teacher education

Abstract

A reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty in translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, the participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development. The present case study helps understand the nature of change process towards teaching and learning for more sustainable future.