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The aim is to understand how teacher educators conceptualize their professionalism within the framework of the Sustainable Development Goals.

Professionalizing Teacher Educators for Sustainable Development

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The aim is to understand how teacher educators conceptualize their professionalism within the framework of the Sustainable Development Goals.
Conducted semi-structured interviews with teacher educators in Austria and South Africa.
Performed qualitative content analysis on the interview data.
Investigated the conditions that support SDG-related professional learning.
Teacher educator professionalism is conceptualized as a multifaceted process influenced by various factors.
Key influences include knowledge, research, curriculum design, didactic skills, and wellbeing.
Professional contexts and institutional conditions are identified as critical for sustainability-oriented professional development.

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Qualitative study explores teacher educators' professionalism related to SDGs, suggesting crucial supportive conditions.

Dittrich et al. (2026) studied this question.

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