Investigating Home Economics Teachersí Food Waste Practices and Attitudes

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2020-06-01 DOI:10.2478/jtes-2020-0002

Anna-Liisa Elorinne, Lasse Eronen, M. Pollari, Johanna Hokkanen, H. Reijonen, Jamie Murphy

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引用次数: 3

Abstract

Abstract Although studies highlight the role of education in sustainable Food Waste (FW) behaviors, few studies examine basic education pedagogies concerning FW. The present research explores Finnish comprehensive schoolteachersí food and FW attitudes, personal FW practices, and FW pedagogy - educational approach, learning environment, classroom actions, and learning materials. Principal Component Analysis and Spearman correlation analyses of data from a convenience-sampled survey examined FW attitude and practice connections. Respondents (n=52), mostly females (85 %) and Home Economics teachers (62 %), reported two main attitudinal components. Wide Range Responsibility (WRR) represented holistic, global, and communal FW perspectives, while Restricted Responsibility (RR) represented individual and hedonistic FW views. WRR together with school related environmental activities correlated significantly with teacher pedagogical practices to enhance pupilsí ability to recognize factors influencing their FW practices. As personal attitudes may carry into teachersí pedagogical practices, future research should examine teachersí personal values and their consistency with basic curriculum values.

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调查家政学Teachersí食物浪费的做法和态度

摘要尽管研究强调了教育在可持续食物浪费（FW）行为中的作用，但很少有研究考察与FW有关的基础教育教学法。本研究探讨了芬兰综合学校教师的食物和FW态度、个人FW实践和FW教育法——教育方法、学习环境、课堂行动和学习材料。主成分分析和Spearman相关性分析来自一项方便抽样调查的数据，检验了FW的态度和实践联系。受访者（n=52），主要是女性（85%）和家政教师（62%），报告了两个主要的态度组成部分。宽范围责任（WRR）代表了整体、全球和社区FW观点，而限制责任（RR）代表了个人和享乐主义FW观点。WRR以及与学校相关的环境活动与教师的教学实践显著相关，以提高学生识别影响其FW实践的因素的能力。由于个人态度可能会影响教师的教学实践，未来的研究应该考察教师的个人价值观及其与基本课程价值观的一致性。

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来源期刊

Journal of Teacher Education for Sustainability Social Sciences-Education

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.