Fostering Prospective Physics Teachers’ Creativity in Analysing Education for Sustainable Development Based Curricula

Abstract

Abstract This study describes how to foster the creativity of prospective physics teachers in analysing ESD-based curriculum and describing the profile of prospective physics teachers’ work as a form of ESD-based curriculum analysis. This study was a qualitative descriptive study using qualitative observation by observing behaviour consisting of independence, integration, motivations, judgment, flexibility, evaluation, questions, opportunity, and frustrations. Then, questionnaire gave to explore more about the attitude about analysis curriculum based on ESD. Besides the work of the prospective teacher in the form of the results of curriculum analysis was assessed based on the four basic components of the curriculum, namely objectives, content, the learning process designed, and the assessment design. To foster the creativity of a prospective teacher to produce an ESD-based curriculum analysis, all of them can make an analysis based on the basic component of the curriculum but still weak in integrating global issues of SDGs and provide solutions to the problems studied.