Professional development of university educators in ESD: a study from pedagogical styles
Tuay Sigua, Rosa Nidia
International journal of sustainability in higher education, 1467-6370, Vol. 18, Nro. 5, 2017, p. 648-665
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Purpose: The aim of this paper is to present a vision for university educator professional development, based on self-analysis of pedagogical styles and production of knowledge about the practices that promote education for sustainable development (ESD). Design/methodology/approach: The “STSE” course is part of the department’s Professional Development Program. The course aims to articulate the relationship between ESD processes and university educator training through reflection on their practices. To accomplish this objective, the course promotes interdisciplinary groups of educators from different backgrounds. These groups are encouraged to introspect regarding their pedagogical styles. A survey is applied to encourage self-analysis of the four pedagogical style dimensions. Findings: University educators adopt their own pedagogical styles based on the evolution of their practices. This information is useful in generating education, formation and transformation of new professionals in their respective fields. This knowledge also raises questions about ESD, and the construction of processes, values and attitudes to aid this education. Research limitations/implications: This paper only describes the characterization stage of the university educator pedagogical styles through practice-related self-analysis Originality/value: This study builds pedagogical knowledge, promotes higher education transformation for sustainable development and strengthens the quality of university education.
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