RE – ENGINEERING TEACHER EDUCATION FOR SUSTAINABLE DEVELOPMENT IN ENUGU STATE, NIGERIA

Abstract

This study examined re-engineering teacher education programmes for sustainable development at the basic education level in Enugu State, Nigeria. Descriptive survey research design was employed in the study. Data was collected using a twenty item researcher’s structured questionnaire titled “Re-engineering Teacher Education Programmes for sustainable development Questionnaire (RTEPSDQ). The reliability co-efficient of 0.79 of the instrument was obtained using Cronbach Alpha method. Two research questions and one null hypothesis guided the study. The instrument was administered to 260 teachers in two urban and two rural public primary schools in four local government areas of Enugu state, Nigeria. 211 copies out of the 260 copies of the instrument administered to teachers were retrieved.  Data analysis was done using mean with standard deviation while the hypothesis was tested using t- teas statistics at 0.05 level of significance. With grand means of 3.29 and 3.25for teachers, the implication is that teachers are of the opinion that sustainable development will be promoted when those changes are made in the school curriculum. It is recommended among others that teacher training and professional development should be greatly advocated to promote sustainable development.