Journal of Teacher Education for Sustainability最新文献_第2页

Social Ecology and Environmental Diversity in Teacher Education 教师教育中的社会生态与环境多样性

Journal of Teacher Education for Sustainability Pub Date : 2023-06-01 DOI: 10.2478/jtes-2023-0011

D. Zandvliet, Alisa Paul

{"title":"Social Ecology and Environmental Diversity in Teacher Education","authors":"D. Zandvliet, Alisa Paul","doi":"10.2478/jtes-2023-0011","DOIUrl":"https://doi.org/10.2478/jtes-2023-0011","url":null,"abstract":"Abstract This paper offers reflections on the development and potential of a transformative teacher education project as one component of the Professional Development Programs (PDPs) at the Faculty of Education of a comprehensive Canadian university. The work of our teacher education program is set in Vancouver and utilizes the lenses of social ecology and environmental diversity (or SEEDs) to examine the roles of teachers in bringing an awareness of local/global sustainability issues to student learning experiences. Using auto-ethnographical methods our project reflects on a critical and place-based teacher education agenda highlighting democratic and participatory methods in its approach. We use our experiences combined with relevant literature to explore what inspirations might be drawn from our evolving approach. Drawing from Bookchin’s social ecology, our teacher education practices are based on the conviction that most of our present ecological problems originate with/in deep-seated social problems. It follows, from this view, that ecological problems cannot be understood, let alone solved, without a more careful understanding of our existing society and the irrationalities that often dominate it. In our most recent work, our teacher education candidates identified strongly with the related theoretical notions of Social Ecology and Diversity; hence, our identity (as seeds or seedlings) is in a state of flux as we continue to move and adapt to our current socio-political conditions.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42469108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Where is Nature? Where is Nature in Nature and Outdoor Learning in Higher Education? An Analysis of Nature-Based Learning in Higher Education Using Multispecies Ethnography 大自然在哪里?自然中的自然和高等教育中的户外学习在哪里?用多物种人种学分析高等教育中的自然学习

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0020

Katharina Ameli

引用次数: 4

A Co-evolutionary Perspective in the Search for Sustainable Education 寻求可持续教育的共同进化视角

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0012

Ilga Salīte, Ilona Fjodorova, O. Ivanova

引用次数: 4

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

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

Jepri Ali Saiful, Ari Setyorini

引用次数: 2

New Wine Needs to Be Put Into New Bottles: Legitimating Education for Sustainability in South Korea's Higher Education Institutions 新酒需要装进新瓶子:韩国高等教育机构的可持续发展教育合法化

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0021

S. Yoo, Min-hee Jeon

引用次数: 3

Using Citizen Science Tools for Distance Field Study of Botanical Cycle Disciplines in Times of Pandemic and Beyond 利用公民科学工具进行大流行时期及以后植物周期学科的远程实地研究

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0014

M. Peregrym, Ingrid Turisová, A. Tashev, E. P. Kónya, N. Matsai, Y. Havryliuk

{"title":"Using Citizen Science Tools for Distance Field Study of Botanical Cycle Disciplines in Times of Pandemic and Beyond","authors":"M. Peregrym, Ingrid Turisová, A. Tashev, E. P. Kónya, N. Matsai, Y. Havryliuk","doi":"10.2478/jtes-2022-0014","DOIUrl":"https://doi.org/10.2478/jtes-2022-0014","url":null,"abstract":"Abstract Humanity has existed in special living conditions since March 11, 2020 when WHO declared COVID-19 a global pandemic. This coronavirus disease has already taken more than 6.55 million of people's lives from almost 625 million of officially confirmed cases of people infected around the world at the beginning of October 2022. Lot of university lecturers, teachers and researchers are concerned by new challenges in the education and science process. Therefore, many new recommendations and methodologies have been published for effective teaching in the pandemic time focusing on different forms of distance digital education. Certainly, the process has been actual for biological disciplines too where the biggest problems appeared with the organisation of field courses. Every country and even every university have been looking for optimal ways within their epidemic situation according to country restriction rules. Therefore, we have generalized this experience, as well as developed protocols on example of iNaturalist platform (https://www.inaturalist.org/) for effective use of citizen science tools not just for distance learning of botanical cycle disciplines in the pandemic time and beyond, but also for collecting valuable data about plant distribution during this process. We present a future-oriented vision of the solution of biodiversity and sustainability education.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41662113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Relationship Between Sustainability and Food Consumption in Teacher Training 教师培训中可持续性与食物消费的关系

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0015

Patricia Esteve-Guirao, I. Banos-González, M. Perez

引用次数: 1

Reflections of Good Practice of Infusing ESD to Improve Education Outcomes for Indigenous Learners in Light of a Global Pandemic 在全球大流行病背景下，灌输可持续发展教育以提高土著学习者教育成果的良好实践思考

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0019

K. Kohl, Charles A. Hopkins

{"title":"Reflections of Good Practice of Infusing ESD to Improve Education Outcomes for Indigenous Learners in Light of a Global Pandemic","authors":"K. Kohl, Charles A. Hopkins","doi":"10.2478/jtes-2022-0019","DOIUrl":"https://doi.org/10.2478/jtes-2022-0019","url":null,"abstract":"Abstract The COVID-19 global pandemic presented an unprecedented challenge to the sustainability strategies and initiatives of many nations. In many countries, education strategies and funding were negatively impacted and, consequently, especially vulnerable groups were highly affected, amongst them Indigenous communities around the world. As Indigenous communities were already amongst the most vulnerable before 2020, a strategically and well-planned recovery from this pandemic would be vital to secure their well-being. This article offers reflections on the potential of infusing Education for Sustainable Development (ESD) in the classroom, the school and the community as a whole, to deal with known and yet unprecedented sustainability challenges in presenting commonalities of 32 good practice reports from 21 countries collected in advance and during the global pandemic. Authors make the point of considering the pandemic and its widespread impact as yet another sustainability challenge and position ESD as a potential tool to achieve quality education and unleash the full potential of education for society when planning recovery efforts in hope for a better future of Indigenous communities in the long term. As the good practices were also included in a report of the UN Special Rapporteur on the Rights of Indigenous Peoples to the 48th Session of the United Nations Human Rights Council, focusing on the post-pandemic recovery efforts for Indigenous Peoples, further thoughts on both official reports and their alignment with the overall 2030 Agenda from an ESD perspective are included.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46845110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

State of the Research on Teacher Education and Sustainability: A Bibliometrics Analysis 教师教育与可持续发展研究现状——文献计量学分析

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0022

Mahendar Reddy Gavinolla, A. Livina, S. Swain

{"title":"State of the Research on Teacher Education and Sustainability: A Bibliometrics Analysis","authors":"Mahendar Reddy Gavinolla, A. Livina, S. Swain","doi":"10.2478/jtes-2022-0022","DOIUrl":"https://doi.org/10.2478/jtes-2022-0022","url":null,"abstract":"Abstract Qualitative education is one of the key contributors in achieving the goal of sustainability. Several studies mention that the sustainability curriculum and educators can play an immense role in developing awareness in practicing the concept of sustainability. Relatively there is no comprehensive study to typify the recent contributions of teacher education for sustainability. In this light, the aim of the study is to understand the progress of the research on teacher education for sustainability (TES) in terms of growth, evolution, influence and significant research themes. To achieve the aim of the study, 1782 documents indexed in the Scopus database over three decades starting from 1991 to 2020 were analyzed by using bibliometric analysis. The data are visualized in the paper by using VOSviewer and Tableau. Results show that there has been a significant increase in yearly publications and citations over the years, trending research papers, productive authors, institutions and countries and thematic areas of research. Most frequently published journal has a considerable cite score and quartile. Universities from Australia published the most. The most commonly published themes are education for sustainability, Agenda 21, sustainable development education, environmental education, and later the focus is shifted to teacher training, teachers, education, values, teaching and education policy, sustainability competencies. Future research should focus on blended learning, digital learning, other modern tools and techniques to achieve the goal of sustainable development as well as to address the issue of teaching sustainability during uncertainty conditions.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46739822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Knowledge, Perceptions and Readiness of Nigeria's Beginning Teachers for Sustainability Education 尼日利亚初级教师对可持续发展教育的知识、认知和准备

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

{"title":"Knowledge, Perceptions and Readiness of Nigeria's Beginning Teachers for Sustainability Education","authors":"Biodun Ogunyemi, A. Ifegbesan, Henrietta T. Benedict, A. Ogunsanya, O. Iyunade, Afolabi Olubela, Babalola Itasanmi, Kehinde Edewor","doi":"10.2478/jtes-2022-0024","DOIUrl":"https://doi.org/10.2478/jtes-2022-0024","url":null,"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.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45571344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1