Abstract
Teachers are at the heart of education systems because they directly interact with and influence learners in communities around the world. Teachers should be supported through dynamic professional development to engage them as critical partners in sustainable development. Professional development should exhibit the research-based characteristics of a strong content focus, active learning, collaboration, and sufficient duration. Connecting to teacher professional identities and supporting the development of teacher efficacy can help inspire teachers to become change agents in their communities. Communities of practice are one example of professional development practice that bring these elements together. Teacher professional development is an important component of the transformation, but teacher professional development needs to be supported by the educational system to fully realize the potential for impact.
TopEducation For Sustainable Development In The Mena Region
Education for Sustainable Development (ESD) has its roots in environmental education efforts, which took hold in the 1970s in the MENA region (Saab et al., 2019). As the understanding of sustainability grew to include social and economic pillars, so too did the participation of countries in the MENA region in the global ESD movement. Multiple countries in the region were involved with the Decade for Education for Sustainable Development spanning from 2005 to 2014 including: Algeria, Egypt, Jordan, Lebanon, Libya, Morocco, Oman, Palestine, Tunisia, and United Arab Emirates.
Key Terms in this Chapter
Community Of Practice: For this chapter, a community of educators is a group of professionals who come together to share their experiences, knowledge, and practices related to a specific topical area, in this case agricultural education.
Professional Development: Professional development refers to activities or programs that help educators improve their skills, knowledge, and performance.
Teacher Association: A teacher association is a professional organization often with a membership structure, that supports and advocates for teachers, providing them with opportunities for networking, learning, and collaboration.
Teacher Self-Efficacy: Teacher self-efficacy refers to a teacher's belief in their ability to successfully carry out specific teaching tasks or goals, even in the face of challenges or obstacles.
Education for Sustainable Development: Education for sustainable development is a term originating from the United Nations in 1992 to describe an approach to learning that aims to equip individuals with the knowledge and skills to create a more sustainable future for all.
Global Teach Ag Network: The Global Teach Ag Network is a collaboration coordinated by Penn State University in the US focused on providing educators professional development opportunities and access to communities of practice to advance global learning in food, fiber, and natural resources.
Teacher Professional Identity: Teacher professional identity refers to a teacher's sense of self and purpose as a professional educator, encompassing their beliefs, values, and attitudes about teaching and learning.