Ecocriticism Course: Development of English Pre-service Teachers' Pedagogical Content Knowledge of Sustainability

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI:10.2478/jtes-2022-0013

Jepri Ali Saiful, Ari Setyorini

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引用次数: 2

Abstract

Abstract To address a paucity of knowledge on a way to enhance pedagogical content knowledge of sustainability (PCKS), the authors of the study developed an ecocriticism course and investigated its impact on English pre-service teachers' PCKS. A mixed-method convergent research design was employed. Forty-seven pre-service English teachers at one of the English education departments in Indonesia joined the course and received a pre- and post-questionnaire survey of PCKS. They were also required to generate English instructional ideas related to environmental sustainability at the end of the course in the open-ended questionnaire. The survey and open-ended questionnaire data were analyzed using a paired-sample t-test and content analysis. The results informed that the English pre-service teachers' PCKS, knowledge to create and provide learning opportunities for English learners to enhance the learners' sustainability capacity, was developed in the course. Accordingly, to orient English teacher education institutions towards sustainability, an ecocriticism course is suggested to integrate into the curriculum.

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生态批评课程：英语职前教师教育内容可持续性知识的发展

摘要:为了解决关于如何提高可持续性教学内容知识(PCKS)的知识匮乏问题，作者开发了一门生态批评课程，并调查了它对英语职前教师PCKS的影响。采用混合方法收敛研究设计。印度尼西亚某英语教育部门的47名职前英语教师参加了该课程，并接受了PCKS问卷前和问卷后的调查。他们还被要求在课程结束时在开放式问卷中提出与环境可持续性有关的英语教学想法。采用配对样本t检验和内容分析对调查和开放式问卷数据进行分析。结果表明，课程培养了职前英语教师的PCKS，即为英语学习者创造和提供学习机会的知识，以增强学习者的可持续能力。因此，为了使英语教师教育机构朝着可持续发展的方向发展，建议在课程中加入生态批评课程。

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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.