Knowledge, Perceptions and Readiness of Nigeria's Beginning Teachers for Sustainability Education

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI:10.2478/jtes-2022-0024

Biodun Ogunyemi, A. Ifegbesan, Henrietta T. Benedict, A. Ogunsanya, O. Iyunade, Afolabi Olubela, Babalola Itasanmi, Kehinde Edewor

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引用次数: 1

Abstract

Abstract Beginning teachers should be adequately prepared for their roles as propagators of sustainable development core messages. Using a mixed method approach, this study assessed current knowledge, perceptions and readiness of beginning teachers for sustainability education. Two hundred (200) randomly selected final-year undergraduates from the Faculty of Education of the Nigerian University participated in the study. Results revealed gaps in the awareness and understanding of sustainability concepts and issues among the respondents. However, a high level of interest in handling the core issues was expressed. The respondents differed according to gender and age, but there were no significant differences according to mode of entry. The study recommended infusion of sustainability concepts in teacher education curricula and promotion of sustainable development issues through students' activities within and outside university campuses to address knowledge gap and sustain interests in sustainability education among beginning teachers.

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尼日利亚初级教师对可持续发展教育的知识、认知和准备

作为可持续发展核心信息的传播者，初任教师应做好充分的准备。本研究采用混合方法评估初任教师对可持续发展教育的现有知识、认知和准备情况。从尼日利亚大学教育学院随机抽取的200名应届本科生参与了这项研究。结果显示，受访者对可持续性概念和问题的认识和理解存在差距。但是，对处理核心问题表示了高度的兴趣。调查对象在性别和年龄上存在差异，但在进入方式上没有显著差异。研究建议在教师教育课程中注入可持续发展概念，并通过学生在大学校园内外的活动促进可持续发展问题，以解决知识差距并维持初级教师对可持续发展教育的兴趣。

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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.