Analytical Study Based on Perspectives of Teacher Educators in India with Respect to Education for Sustainable Development

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2019-12-01 DOI:10.2478/jtes-2019-0016

Manisha Jetly, Nandita Singh

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引用次数: 19

Abstract

Abstract Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators, teaching graduate and post-graduate level courses of teacher education programs of India’s Chandigarh region. A codebook was developed on the basis of UNESCO’s Teaching and Learning for a Sustainable Future (TLSF) program for the analysis. The findings of the research identified how and to what extent the indicators of ESD were addressed through broader categories of knowledge, skills and values. The research joins larger conversation of reorienting the teacher education programs particularly through the lens of cultural sustainability to achieve a sustainable future.

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基于印度教师教育者可持续发展教育视角的分析研究

可持续发展教育(ESD)已被全世界公认为是最强大的思维范式之一，它有可能改变目前的不可持续发展进程，从而拯救地球母亲生命的命运。当我们准备实现联合国2030议程的17个可持续发展目标(sdg)时，分析和反思所采取的举措至关重要，这些举措旨在使教育利益相关者对可持续发展教育的整体概念更加敏感，特别是在文献报道亚太地区国家在正式接受可持续发展教育概念方面进展缓慢的情况下。在此背景下，本研究论文旨在了解印度教师教育工作者对可持续发展教育的普遍看法。采用定性演绎内容分析方法，对印度昌迪加尔地区教师教育项目中教师教育者、教授研究生和研究生水平课程的主观反应进行了深入分析。在教科文组织可持续未来的教与学(TLSF)计划的基础上，编写了一本代码本用于分析。研究结果确定了如何以及在多大程度上通过更广泛的知识、技能和价值观类别来处理可持续发展教育的指标。该研究加入了对教师教育项目重新定位的更广泛的讨论，特别是通过文化可持续性的视角来实现可持续的未来。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.