Workshops to Enhance Teachers’ Reflection as Reflective Practitioners and to Help Them Gain Professional Capacities for Education for Sustainable Development: A Case Study of Japanese Prospective Teachers

The final version of the Asia-Pacific Education for Sustainable Development (ESD) Teacher Competency Framework provided a blueprint to support the training of both pre- and in-service teachers in the Asia-Pacific region and globally. It outlined the ESD’s three key domains, of which the second one, “to continue to learn, reflect, innovate and transform,” is the focus of this chapter. Reflection is grasped as a specific methodology that teachers as reflective practitioners should acquire as a professional capacity. Sect. 18.1 clarifies the disposition of reflection in the context of ESD; further, Sects. 18.2–18.4 introduce workshops. In each section, firstly, the theoretical background has been presented; secondly, an example of a previous workshop has been introduced; and thirdly, an application workshop has been proposed in the context of ESD. These trainings are expected to enhance all teachers as reflective practitioners to help them gain capacities for the ESD.