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Investigating student teachers’ responses to including sustainable development as part of their professional digital competence development

Date
2023
Abstract
This article puts forward the case for the inclusion of sustainability as an element of teachers’ professional digital competence. Following this, the article explores student teachers’ reaction to a course on digital technologies and sustainability. An online survey was used to record the student teachers’ reactions to the course and how they felt its content would influence their future actions. The student teachers had limited prior knowledge of the topic, but almost all acknowledged its importance, particularly in raising their awareness of global inequality. The student teachers reported they would change their purchasing habits, although some acknowledged that it would be difficult. Most believed it would influence their teaching, but perceived curriculum demands and school expectations tempered their expectations of what they believed they could achieve.
Supervisor
Description
Publisher
Taylor and Francis
Citation
Technology, Pedagogy and Education, 2023
Collections
School of Education
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McGarr_2023_Investigating.pdf
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Keywords
critical digital citizenship, pre-service teacher, educational technology, sustainability, education for sustainable development, Education
ULRR Identifiers
https://doi.org/10.34961/researchrepository-ul.24408448
 https://researchrepository.ul.ie/handle/10344/12340
Funding code
Funding Information
This work was supported by the UBUNTU Network, a Department of Foreign Affairs and Irish Aid funded community of educators in post-primary Initial Teacher Education that work to support Global Citizenship Education (GCE).
Sustainable Development Goals
(4) Quality Education
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Type
Article
Rights
https://creativecommons.org/licenses/by-nc-sa/4.0/
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