Unlocking Teachers^ Competency for Education Sustainability Development Jumadi
Postgraduate, Pakuan University, Bogor, Indonesia
Abstract
The term of education becomes an integral part of any programmatic political document on sustainable development. This fact underlines the significance that is assigned to education in the context of sustainable development. It leads to the question of what competencies teachers need to acquire in order to develop and implement the new challenges in the field of Education, for Education Sustainable Development (ESD). Teachers can aspire to and attain specific educational goals with their students. Hence, it is important to determine what teachers^ competencies criterias are specified. Teachers have to gain the insight through constructivism thinking process , that acquiring competencies as a self-steered and active process, which can be fostered but not created. In this paper, we present results from a research carried out in Sekolah Bogor Raya -which organizes education with an international curriculum starting from the Early Childhood Education to High School levels. The objective of the study is to assess the level of teachers^ competencies with respect to ESD. This study is to explore the perceptions and views on teachers^ competencies in relation to education for sustainable development. This study uses qualitative research techniques with a case study approach. Data obtained through in-depth interviews, observation, and document review. The gained results from the empirical analysis are used to promote the awareness amongst teachers about the development of ESD competencies in order to become more engaged, alive and integrated within the existing education curriculum.
Keywords: education for sustainable development (ESD), teachers^ competencies
