Learning as Connection: Pedagogical Innovations to Support ESD Learning Processes in Science Teacher Education Settings

Abstract

This chapter argues for `learning as connection' in teacher education in order to influence the pedagogical knowledge and practices of science teachers to become education for sustainable development (ESD) oriented. It articulates pedagogical innovations needed to effectively support ESD learning processes and to strengthen `learning as connection' among science student teachers. The argument for this is developed by interrogating western metaphors on pedagogy and a theory of pedagogical discourse. This chapter draws examples from ongoing attempts at the Copperbelt University to engage science students in ESD projects and to integrate ESD principles and approaches into research and teaching