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Teacher Education and ESD in the United States: The Vision, Challenges, and Implementation

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Schooling for Sustainable Development in Canada and the United States

Part of the book series: Schooling for Sustainable Development ((SSDE,volume 4))

Abstract

Education for sustainable development (ESD) is not yet a prominent feature of teacher education in the United States. However, in a growing number of programs, teacher educators have begun addressing ESD in the preservice and advanced professional development of teachers. This chapter investigates the larger context and challenges associated with reorienting teacher education to address sustainable development. The chapter also discusses key considerations that likely will need to be addressed to reorient teacher-education programs in the United States to address sustainable development.

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Notes

  1. 1.

    UNITWIN is the abbreviation for the University Twinning and Networking Programme. The UNITWIN/UNESCO Chairs Programme seeks to advance research, training, and program development by building university networks and encouraging interuniversity cooperation through the transfer of knowledge across borders.

  2. 2.

    Recently, the Teacher Education Accreditation Council (TEAC) and the National Council for the Accreditation of Teacher Education (NCATE) merged, and the new organization is called the Council for the Accreditation of Educator Preparation (CAEP).

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Author information

Authors and Affiliations

  1. Woodring College of Education, Western Washington University, Washington, DC, USA

    Victor Nolet

Authors
  1. Victor Nolet
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Correspondence to Victor Nolet .

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Editors and Affiliations

  1. Hendrix Dr. 113, Oak Ridge, 37830, Tennessee, USA

    Rosalyn McKeown

  2. Linden Road 520, Bellingham, 98225, Washington, USA

    Victor Nolet

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Nolet, V. (2013). Teacher Education and ESD in the United States: The Vision, Challenges, and Implementation. In: McKeown, R., Nolet, V. (eds) Schooling for Sustainable Development in Canada and the United States. Schooling for Sustainable Development, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4273-4_4

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