<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The article discusses the notion of the ecological self as a key concept for teacher identity construction during teacher education in the context of sustainable development (SD). Substantial amount of literature supports the understanding that the solution to the global sustainability crisis lies in the field of education where teacher identity, teacher self, plays a significant role. The paper gives the argumentation for the concept of ecological self and focuses on the question how to support the development of the ecological self during teacher education (TE). Esbjörn-Hargens &amp; Zimmerman’s model of eco-selves and Saks’ model of intention are presented that could be used for that purpose. Some methods for supporting the development of an ecological self of a future teacher are also shared, for investigation and practical implementation in TE. The limitations of the present approach are obvious first and foremost due to the understanding that we are currently facing transformation in governing paradigms, change in dominating worldviews that penetrate any quest for ‘truth’, also in the field of science.</p></abstract>

The article discusses the notion of the ecological self as a key concept for teacher identity construction during teacher education in the context of sustainable development (SD). Substantial amount of literature supports the understanding that the solution to the global sustainability crisis lies in the field of education where teacher identity, teacher self, plays a significant role. The paper gives the argumentation for the concept of ecological self and focuses on the question how to support the development of the ecological self during teacher education (TE). Esbjörn-Hargens & Zimmerman’s model of eco-selves and Saks’ model of intention are presented that could be used for that purpose. Some methods for supporting the development of an ecological self of a future teacher are also shared, for investigation and practical implementation in TE. The limitations of the present approach are obvious first and foremost due to the understanding that we are currently facing transformation in governing paradigms, change in dominating worldviews that penetrate any quest for ‘truth’, also in the field of science.

Modelling a Learning Journey towards Teacher Ecological Self

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Modelling a Learning Journey towards Teacher Ecological Self"}

The article discusses the notion of the ecological self as a key concept for teacher identity construction during teacher education in the context of...

Modelling a Learning Journey towards Teacher Ecological Self

Data publikacji: 30 gru 2016

Zakres stron: 41 - 52

DOI: https://doi.org/10.1515/jtes-2016-0013

Słowa kluczowe
teacher education, sustainable development, ecological self, deep ecology

© 2016 Rea Raus, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Modelling a Learning Journey towards Teacher Ecological Self

Data publikacji: 30 gru 2016

Zakres stron: 41 - 52

DOI: https://doi.org/10.1515/jtes-2016-0013

Słowa kluczoweteacher education, sustainable development, ecological self, deep ecology

© 2016 Rea Raus, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
teacher education, sustainable development, ecological self, deep ecology