Welcome to the post 8th Global RCE Conference Teacher Education Discussion Group! Please share your thoughts on how to collaboratively implement action points that emerged during thematic discussions on tecaher education in Nairobi.

In the discussions, participants reflected on the questions of who is a teacher and how to become a teacher. It was argued that there are many forms of education. To some extent, everybody can be a learner and an educator depending on situation. When talking about teacher education, there is need to reflect on pedagogy and ways to get a qualification of teacher. Teacher is not only a provider of knowledge, but also a facilitator in spiritual development and life-skills. Therefore, a teacher should have complex competences to fulfill her/his role. It was underscored that mainstreaming ESD requires relevant professional development of teachers.

The following four actions were prioritized for implementation this year as a build up to the 9th Global RCE Conference in Okayama.

1. Collection of stories of successful positive change. ESD is currently concentrated on problems, but not on opportunities. School could be a place for positive change to be used in wider community and at home.

2. Is it possible to define common quality criteria for ESD with reference to teacher education

3. Development of ESD teacher’s manual. What content of such manual could be? It would be reasonable to collect information about existing publications, for example by the UNESCO and RCEs (e.g. RCE Graz-Styria). Expert support/consultancy for teachers could be used in addition to training and publications.

4. Enhance E-learning platform on teacher education. Development /collecting on-line materials and e-learning modes suggested as the RCEs common action. Draw on existing expertise for the e-learning.