PUBLICATIONS

Recommended

ABC Teaching Human Rights: Practical Activities for Primary and Secondary Schools United Nations Information Center
https://un.org.au/2015/07/22/abc-teaching-human-rights-practical-activities-for-primary-and-secondary-schools/

Agirreazkuenaga, L. (2019). Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community. Sustainability, 11(5), 1496.
https://doi.org/10.3390/su11051496

Andrade, A.I, Tomaz, C., Lopes, B., Costa, N., & Ferreira, C. (2020). Aprendizagens profissionais de atores educativos: um estudo de avaliação de percursos de formação contínua. Aveiro: UA Editor (no prelo).



Bamber, P. (Ed.). (2019). Teacher Education for Sustainable Development and Global Citizenship: Critical Perspectives on Values, Curriculum and Assessment. New York: Routledge.
https://www.routledge.com/Teacher-Education-for-Sustainable-Development-and-Global-Citizenship-Critical/Bamber/p/book/9781138385511

Bardin, L. (2014). Análise de Conteúdo. Lisboa: Edições 70.



Cheung, Y., Chowa, C., & Soa, W. (2018). A train-the-trainer design for green ambassadors in an environmental education program on plastic waste Recycling. International Research in geographical and environmental education, 27 (1), 24–42.
https://www.tandfonline.com/doi/full/10.1080/10382046.2017.1285138

Evans, N., Stevenson, R. V., Lasen, M., Ferreira, J.-A. & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405-417
https://researchonline.jcu.edu.au/47420/

Freire, A. (2007). Educação para a Sustentabilidade: Implicações para o Currículo Escolar e para a Formação de Professores. Pesquisa em Educação Ambiental, 2 (1), 141-154.
http://www.periodicos.rc.biblioteca.unesp.br/index.php/pesquisa/article/view/6135/4496

Inoue, M., O’Gorman, L., Davis, J., & Ji, O. (2017). An International Comparison of Early Childhood Educators’ Understandings and Practices in Education for Sustainability in Japan, Australia, and Korea. International Journal of Early Childhood, 49(3)
https://doi.org/10.1007/s13158-017-0205-5

Laevers F., & Declercq B. (2018). How well‐being and involvement fit into the commitment to children’s rights. Eur J Educ. 53:325–335
https://doi.org/10.1111/ejed.12286

Larsen, M. A., & Searle, M. J. (2017). International service learning and critical global citizenship: A cross-case study of a Canadian teacher education alternative practicum. Teaching and Teacher Education, 63, 196-215.
https://www.edu.uwo.ca/faculty-profiles/docs/other/larsen/Teaching-and-Teacher-Ed-FINAL.pdf

Lasen, M., Skamp, K., & Simoncini, K. (2017). Teacher Perceptions and Self-Reported Practices of Education for Sustainability in the Early Years of Primary School: An Australian Case Study. International Journal of Early Childhood, 49(3), 391–410.
https://doi.org/10.1007/s13158-017-0200-x

Lourenço, M. (2018). Internationalizing teacher education curricula: opportunities for academic staff development. On the Horizon, 26(2), 157-169.
https://doi.org/10.1108/OTH-07-2017-0053

Myers, J. P., & Rivero (2019). Preparing globally competent preservice teachers: The development of content knowledge, disciplinary skills, and instructional design. Teaching and Teacher Education, 77, 214-225.
https://www.learntechlib.org/p/202266

Nunes, C, Mazzeo, G., Mazur, W., Barrela, W., & Giordano, F. (2014). Análise das perceções de educação ambiental e meio ambiente de alunos do 9º ano do ensino fundamental e do 3º ano do ensino superior. Unisanta Bioscience, 3(5), 107-113.
https://periodicos.unisanta.br/index.php/bio/article/download/250/304

Poza-Vilches, F., López-Alcarria, A., & Mazuecos-Ciarra, N. (2019). A professional competences’ diagnosis in education for sustainability: A case study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context. Sustainability,
https://doi.org/10.3390/su11061568

Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global perspective. Education, Citizenship and Social Justice, 5(3), 179-190
http://journals.sagepub.com/doi/10.1177/1746197910382256

Robson, J. K. (2019). Participatory pedagogy for values education in early childhood education, European Early Childhood Education Research Journal, 27:3, 420-431,
https://doi.org/10.1080/1350293X.2019.1600811

Sá, C. M. (2019). Flexibilidade curricular e perfil do aluno para o século XXI. Aveiro, Portugal: UA Editora
https://ria.ua.pt/handle/10773/25423

Sá, C. M., & Mesquita, L. (2018). Representações de futuros professores sobre a educação global e a sua operacionalização, Indagatio Didactica, 10(4), 128-147.
http://revistas.ua.pt/index.php/ID/article/view/11624

Sá, C. M. & Mesquita, L. (2018). Desempenho de futuros professores na planificação de situações de ensino/aprendizagem do Português à luz da educação global. Indagatio Didactica, 10(1), 63-82
http://revistas.ua.pt/index.php/ID/article/view/10904

Teixeira, L. A., Agudo, M. de M., & Tozoni-Reis, M. F. de C. (2017). Sustentabilidade ou terra de Ninguém - formação de professores e educação ambiental. Revista Trabalho, Política e Sociedade, 2(2) 43-64.
https://www.researchgate.net/publication/322830548_SUSTENTABILIDADE_OU_TERRA_DE_NINGUEM_-_Formacao_de_professores_e_educacao_ambiental

Torres, M., & Balessiano, L. (2010). Educação Ambiental e princípio da sustentabilidade no mundo moderno. Revista Praxis, 11(4), 29-34.
http://sites.unifoa.edu.br/praxis/numeros/04/29.pdf

V. J. Kalungwizi, S. M. Gjøtterud, E. Krogh, A. Mattee, & A. K. Ahmad (2018). Participative planning of environmental education activities: experiences from tree planting project at a teacher training college in Tanzania, Educational Action Research, 26(
https://doi.org/10.1080/09650792.2017.1342680

WCED (1987). Our Common Future. New York: Oxford University Press
https://sustainabledevelopment.un.org/content/documents/5987our-common-future.pdf

Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability science, 6(2), 203-218.
https://link.springer.com/article/10.1007/s11625-011-0132-6

Wiek, A., Withycombe, L., Redman, C., & Mills, S. B. (2011). Moving forward on competence in sustainability research and problem solving. Environment, 53(2), 3-13
https://www.tandfonline.com/doi/abs/10.1080/00139157.2011.554496

Yemini, M., Tibbitts, F., & Goren, H. (2019). Trends and caveats: Review of literature on global citizenship education in teacher training. Teaching and Teacher Education: An International Journal of Research and Studies, 77(1), 77-89
https://www.learntechlib.org/p/202240/

UN. Transforming our world. The 2030 Agenda for Sustainable Development. UN (A/RES/70/1)
https://sustainabledevelopment.un.org/post2015/transformingourworld

Zeichner, K. M. (2009). Teacher education and the struggle for social justice. New York: Routledge
https://www.taylorfrancis.com/books/e/9780203878767

Sá, P. (2008). Educação para o desenvolvimento sustentável no 1º CEB: contributos da formação de professores (Doctoral dissertation, Universidade de Aveiro).


https://ria.ua.pt/handle/10773/1457

Carlos, V. (2015). Tecnologias de Informação Geográfica e promoção do Pensamento Espacial Crítico: Estratégias transdisciplinares em Educação para o Desenvolvimento Sustentável no 3º CEB (Unpublished doctoral thesis in Multimedia in Educatio
http://hdl.handle.net/10773/16002


Sá, S. (2012). Diversidade linguística e educação para um futuro sustentável. Que potencialidades nos primeiros anos de escolaridade. Linguistic diversity and education for a sustainable future: what potentialities in the first years of schooling.
http://hdl.handle.net/10773/10838