Assessing the Professionalism of Teacher Educators in Relation to Sustainability: Developing the Teacher Education and Sustainability Scale (TESS)-Reference-Cited by-同舟云学术

Assessing the Professionalism of Teacher Educators in Relation to Sustainability: Developing the Teacher Education and Sustainability Scale (TESS)

Published:2024-09-11 Issue:9 Volume:14 Page:1000
ISSN:2227-7102
Container-title:Education Sciences
language:en
Short-container-title:Education Sciences

Author:

Dittrich Ann-Kathrin¹^ORCID,Eloff Irma²^ORCID,Boon Wietske²^ORCID,Weinberg Lucas³^ORCID,Rabani Nia Maryam⁴^ORCID,Mathabathe Kgadi Clarrie⁵^ORCID,Agostini Evi⁴^ORCID

Affiliation:

1. Department of Teacher Education and School Research, University of Innsbruck, 6020 Innsbruck, Austria

2. Department of Educational Psychology, University of Pretoria, Pretoria 0002, South Africa

3. Department for Subject-Specific Education, University of Innsbruck, 6020 Innsbruck, Austria

4. Centre for Teacher Education, Department of Education, University of Vienna, 1010 Vienna, Austria

5. Department of Student Affairs, University of Pretoria, Pretoria 0002, South Africa

Abstract

This study focuses on the design and implementation of the Teacher Education and Sustainability Scale (TESS), an instrument to assess the professionalism of teacher educators in relation to sustainability in the context of Agenda 2030 and its 17 Sustainable Development Goals (SDGs). Despite the importance of the SDGs, there is very little research on the identity of teacher educators in relation to sustainability. The Teach4Reach 2.0 project, an international collaboration between the University of Pretoria, the University of Vienna and the University of Innsbruck, aims to fill the research gap in the quantitative measurement of this key area by examining the professionalism of teacher educators in relation to sustainability in order to strengthen their identity. The TESS questionnaire was developed in a structured four-stage process that initially included AI-generated items and was followed by expert refinement and a testing phase with participants from Austria and South Africa. The findings discuss the process of developing the TESS questionnaire and include a critical reflection on AI and on the need for targeted professional development for teacher educators in the field of sustainable development.

Funder

Vice-Rectorate for Research, and the Department of Teacher Education and School Research from the University of Innsbruck

Publisher

MDPI AG

Link

https://www.mdpi.com/2227-7102/14/9/1000/pdf

Reference67 articles.

1. United Nations (2024, June 15). Transforming Education: An Urgent Political Imperative for Our Collective Future. Transforming Education Summit, Available online: https://www.un.org/en/transforming-education-summit/sg-vision-statement.

2. Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack?;Shiel;J. Clean. Prod.,2019

3. UNESCO (2017). Education for Sustainable Development Goals: Learning Objectives.

4. UNESCO (2024, June 01). Teachers Have Their Say–Motivation, Skills and Opportunities to Teach Education for Sustainable Development and Global Citizenship. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000379914.

5. European Commission (2024, July 09). Teachers, Trainers and School Leaders. Available online: https://education.ec.europa.eu/focus-topics/teachers-trainers-and-school-leaders.