ERIC Number: EJ1107140
Record Type: Journal
Publication Date: 2016-Jul
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0892-0206
EISSN: N/A
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; McMcCann, Gerard
Management in Education, v30 n3 p112-120 Jul 2016
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.
Descriptors: Foreign Countries, Comparative Education, Educational Change, Educational Policy, Educational Practices, Sustainable Development, Global Approach, Citizenship Education, Teacher Education, Cross Cultural Studies, Standards, Educational Quality, Quality Assurance, Curriculum Development, Advocacy, Educational Innovation, Neoliberalism, Ideology
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (England); United Kingdom (Northern Ireland); United Kingdom (Scotland); United Kingdom (Wales)
Grant or Contract Numbers: N/A