Abstract
Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed.
Original language | English |
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Article number | 1787 |
Journal | Sustainability (Switzerland) |
Volume | 15 |
Issue number | 3 |
Number of pages | 18 |
ISSN | 2071-1050 |
DOIs | |
Publication status | Published - 1 Feb 2023 |
Bibliographical note
Funding Information:This research was funded by QATAR NATIONAL RESEARCH FUND, grant number NPRP13S-0209-200319.
Publisher Copyright:
© 2023 by the authors.
Keywords
- competencies
- complexity theory
- ESD
- pre-service teachers
- Q methodology
- Qatar
- SDG