@ARTICLE{10.21494/ISTE.OP.2023.0960, 

TITLE={The epistemological foundations of ESD pedagogies: which tool to respond what challenges for teacher training?}, 
  
AUTHOR={Cécile Redondo, Anne-Françoise Gibert, }, 
	
JOURNAL={Educations}, 
	
VOLUME={6}, 

NUMBER={Issue 2}, 
	
YEAR={2023}, 

URL={https://openscience.fr/The-epistemological-foundations-of-ESD-pedagogies-which-tool-to-respond-what}, 
	
DOI={10.21494/ISTE.OP.2023.0960}, 
	
ISSN={2632-590X}, 
	
ABSTRACT={The epistemological foundations of ESD pedagogies: what Our communication is based on an inventory established in Redondo’s thesis (2018) from a survey of the practices of teachers in education for sustainable development (ESD). The didactic analysis highlights a significant gap between the pedagogical methods implemented and the theoretical supports at the origin of these pedagogies, which the training would make it possible to fill. Based on this analysis, we present a tool for positioning educational projects developed by a work-group of the Scientific Concil of National Education which could be a source for teaching practice.}}