At present, combining sustainable development with education has become one of the school’s missions. Students must master sustainable development skills. In order to explore the ideal method of K-12 teachers’ professional competence in Education for Sustainable Development and determine the talent leadership strategy can enhance the professional competence of teachers in the 21st century sustainable development education, this study uses content analysis. The author systematically reviewed and analyzed related research work on sustainable development education, teachers’ professional abilities and talent leadership strategies. According to the comprehensive results of content analysis, the ideal way for K-12 teachers to achieve professional sustainability is as follows: content focuses on sustainability with 21st century skills, collaboration with peers, active learning, and application of learning sustainability in practice Model, peer guidance, feedback and evaluation, duration, and teacher professional development. In order to achieve the second research goal, the authors found that talent leadership strategies can enhance the sustainable development of K-12 teachers’ professional capabilities, including K-12 teacher professional development methods, K-12 teacher professional capabilities, student performance and focus on student performance.
Part of the book: Sustainable Organizations
Covid-19, which suddenly broke out in 2019 and has been popular all over the world for more than 3 years, has brought unprecedented changes to human beings. Before that, colleges and universities have already need to change and innovate their curricula and teaching to teach “twenty-first century skills” for students, which are problem-solving and critical thinking, creativity and innovation, intercultural understanding, communications, information, media literacy, computing and ICT literacy, responsibility and leadership, accountability and productivity, self-direction and initiative, adaptability and flexibility. In this situation, TPD (teacher professional development) evokes teachers to satisfy students needs for education in the twenty-first century and in the era of Covid-19 even post-Covid-19, which increases the urgency and necessity. Through the systematic analysis of the relevant research results, summarized strategies of TPD in the twenty-first century Covid-19 and post-Covid-19 era: evaluation of TPD needs, cultivating skills of the twenty-first century, integrating ICT instruction, peer coaching, creating the positive culture of campus, building collaboration, initiative learning, embedding the core values, sustainable professional development, research projects and training teachers’ emergency capabilities, to meet teachers’ learning and practice, and to address challenges that have existed and may arise in future.
Part of the book: Higher Education