Định hướng phát triển năng lực trong chương trình đào tạo giáo viên: góc nhìn từ quan điểm giáo dục phát triển bền vững
Tóm tắt
The implementation of sustainable development and sustainable development education in teacher training institutions has been of growing interest during the past decades. This study analyzes the learning outcomes of some teacher training programs through the lens of education for sustainable development (ESD). The data used for the analysis is the descriptions of the training programs of five teacher education institutions in the country. The author compares the descriptions of the defined general competencies in the programs and finds the relation between these competencies and the key competencies for sustainability recommended by UNESCO. The analysis results show that 5/8 of UNESCO's competencies have been integrated in the examined learning outcomes, meanwhile, 3 competencies have been ignored. This result provides some indicators for a systematic and holistic strategy to promote and implement ESD.
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