Critical Teacher Education for Social Sustainability
Voices from Zambian Student Teachers and Tutors
Bibliographic Data
| ID | 8406751 |
|---|---|
| Authors | Tingting Yuan (0000-0002-4263-1754, University of Nottingham, corresponding author), Gail Carroll (0009-0001-2567-3848, University of Bristol) |
| Year | 2026 |
| Volume | 74 |
| Issue | 1 |
| Pages | 101-118 |
| Publication date | 2026-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.2025.2450348 |
| OpenAlex | W4406246177 |
| Language | EN |
| References cited | 20 |
This study aims to reveal the contributions of teacher education to social sustainability in an African context. The study explored the gaps and connections between multiple layers of policy, global, regional, and national educational targets, and the voices of teacher education tutors and students from a local teacher education college in the Copperbelt region of Zambia. Semi-structured interviews were employed to gather participants’ views on their aspiration, knowledge transformation and professional capacity. Employing a critical realist approach, the study identifies four key ‘moments’ in teacher education (Robertson and Dale, 2015) and reveals dedicated teacher education practices that aim to support national economic development local demands for specialised subject knowledge, along with family and individual human needs within communities. The findings lead to a discussion mapping critical teacher education that promotes social sustainability within the Global South, emphasising the significant roles of teacher education in fostering a comprehensive understanding of societies and human well-being, encouraging reciprocal knowledge exchange within communities, and supporting the continued professional development of teachers
Context (archaeology) · Geography · Pedagogy · Political science · Professional development · Social change · Sociology · Sustainability · Teacher education · Global Education and Multiculturalism · Global Educational Policies and Reforms · Teacher Education and Leadership Studies
Critical Thinking (Dis)Positions in Education for Sustainable Development—A Positioning Theory Perspective
Realism and Social Science
Towards a ‘critical cultural political economy’ account of the globalising of education
Social sustainability in agriculture – A system-based framework
Reconsidering and teaching sociologies in Zambian teacher education
The End of the Cognitive Empire
Developing Critical Mass
The use of triangulation in qualitative studies employing elite interviews
| Highly cited | No |
|---|