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Villanen, Heli (2014) Teachers’ reflections on an education for sustainable development project. International Research in Geographical and Environmental Education, 23 (2). 179-191 doi:10.1080/10382046.2014.908526

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Reference TypeJournal (article/letter/editorial)
TitleTeachers’ reflections on an education for sustainable development project
JournalInternational Research in Geographical and Environmental Education
AuthorsVillanen, HeliAuthor
Year2014 (April 3)Volume23
Issue2
PublisherInforma UK Limited
DOIdoi:10.1080/10382046.2014.908526Search in ResearchGate
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Mindat Ref. ID7629118Long-form Identifiermindat:1:5:7629118:8
GUID0
Full ReferenceVillanen, Heli (2014) Teachers’ reflections on an education for sustainable development project. International Research in Geographical and Environmental Education, 23 (2). 179-191 doi:10.1080/10382046.2014.908526
Plain TextVillanen, Heli (2014) Teachers’ reflections on an education for sustainable development project. International Research in Geographical and Environmental Education, 23 (2). 179-191 doi:10.1080/10382046.2014.908526
In(2014, April) International Research in Geographical and Environmental Education Vol. 23 (2) Informa UK Limited

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Nguyen, Thao Phuong (2018) Education for Sustainable Development in Vietnam: exploring the geography teachers' perspectives. International Research in Geographical and Environmental Education, 27 (4). 341-356 doi:10.1080/10382046.2017.1366204
Bagoly-Simó, Péter (2014) Tracing sustainability: Education for Sustainable Development in the lower secondary geography curricula of Germany, Romania, and Mexico. International Research in Geographical and Environmental Education, 23 (2). 126-141 doi:10.1080/10382046.2014.908525
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Dolan, Anne M., Waldron, Fionnuala, Pike, Susan, Greenwood, Richard (2014) Student teachers’ reflections on prior experiences of learning geography. International Research in Geographical and Environmental Education, 23 (4). 314-330 doi:10.1080/10382046.2014.946324
Tal, Tali (2010) Pre-service teachers’ reflections on awareness and knowledge following active learning in environmental education. International Research in Geographical and Environmental Education, 19 (4). 263-276 doi:10.1080/10382046.2010.519146
Bagoly-Simó, Péter, Kriewaldt, Jeana (2023) Future geography teachers for the planet. Powerful (disciplinary) knowledge and education for sustainable development (ESD) in initial teacher education (ITE) International Research in Geographical and Environmental Education, 32 (1) 1-3 doi:10.1080/10382046.2023.2158622
Corney, Graham (2006) Education for Sustainable Development: An Empirical Study of the Tensions and Challenges Faced by Geography Student Teachers. International Research in Geographical and Environmental Education, 15 (3). 224-240 doi:10.2167/irgee194.0
Reinfried, Sibylle (2009) Education for sustainable development and the Lucerne Declaration1. International Research in Geographical and Environmental Education, 18 (4). 229-232 doi:10.1080/10382040903250960
Gerber, Rod (2000) International Research in Geographical Education: Reflections from the Retiring Chair of the Commission on Geographical Education. International Research in Geographical and Environmental Education, 9 (3). 195-196 doi:10.1080/10382040008667651
Robertson, Margaret (2004) Teacher Education Training for Geography Teachers in Australia. International Research in Geographical and Environmental Education, 13 (2). 171-175 doi:10.1080/09669580408668510
Preston, Lou (2014) Australian primary pre-service teachers’ conceptions of geography. International Research in Geographical and Environmental Education, 23 (4). 331-349 doi:10.1080/10382046.2014.946325
 
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