Journal of Teacher Education for Sustainability最新文献_第3页

Is Sustainable Development Really Sustainable – Theoretical Reflections, Statistics and the Need for Changes 可持续发展真的可持续吗——理论反思、统计和变革的必要性

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0023

E. Jermolajeva, Inese Trusina

{"title":"Is Sustainable Development Really Sustainable – Theoretical Reflections, Statistics and the Need for Changes","authors":"E. Jermolajeva, Inese Trusina","doi":"10.2478/jtes-2022-0023","DOIUrl":"https://doi.org/10.2478/jtes-2022-0023","url":null,"abstract":"Abstract The aim of the article is to explain holistically the main provisions of sustainable development in the nature-society-human system based on the methodology for analyzing changes in energy flows and the power of socio-economic systems. The authors consider the development of society as a creative process aimed at changing the direction and speed of free energy flows (useful power) in Space and Time. They also consider sustainable development in the nature-society-human system to be consistent with the laws of the global evolution of living nature and the laws of the historical development of humankind. The paper focuses on key questions concerning the new concepts of sustainable development; the methodology for designing the sustainable development using the concept of energy flows in open, non-equilibrium stable systems and power change analysis approach. The results of the main positions of the models and their interpretation are presented based on the statistical data of United States of America (USA) in the period of 1960–2021. One of the most important primary things in order to bring about changes in people's thinking, understanding and attitude towards sustainability issues is their education in different forms – formal education and non-formal education opportunities. Creating an interdisciplinary approach and explaining sustainability as a set of economic, social and ecological factors also play a crucial role in raising public awareness of sustainability issues.","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":"45016289","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

Promoting Householders' Participation in Household Waste Sorting: A Case for Learning Aluminum Packaging Recycling in Spain 促进家庭参与生活垃圾分类:以西班牙铝包装回收为例

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0016

Olga Roger-Loppacher, P. Buil, M. Tintoré, V. Prieto-Sandoval

引用次数: 0

Who is the ‘Guardian of the Sea’? A Narrative Practice Approach Analysis of a Short Story Book for Six to Eight Years Old on the Main Character's Environmental Identity Construction 谁是“海洋守护者”?六至八岁儿童短篇小说主人公环境认同建构的叙事实践方法分析

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0018

Athanasia Chatzifotiou

{"title":"Who is the ‘Guardian of the Sea’? A Narrative Practice Approach Analysis of a Short Story Book for Six to Eight Years Old on the Main Character's Environmental Identity Construction","authors":"Athanasia Chatzifotiou","doi":"10.2478/jtes-2022-0018","DOIUrl":"https://doi.org/10.2478/jtes-2022-0018","url":null,"abstract":"Abstract This project used a story book for young readers (aged 6–8) to explore environmental identity features and their potential impact upon its young readers. A variety of different units of analysis from the narrative practice approach were employed to explore: a) how the story's narrative constructs the environmental identity of the main character; b) what kind of environmental identity it promotes and c) whether reading a story can be considered a ‘proxy’ of a ‘formative’ childhood experience in relation to the environment. The analysis showed a gradual construction of the main character's environmental identity; moving from passivity and ignorance to agency and knowledge. However, the notion of agency was rather limited to an individualistic agency that can potentially empower young readers to act on a local level without helping them to see environmental issues in a wider societal context. Finally, the idea of reading an environmental story as a ‘formative’ experience is discussed in relation to the aforementioned findings and to literature relevant within sustainability education pedagogies.","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":"42429538","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

Ensuring the Child's Right to Communication With Both Parents in the Context of Parental Divorce: A Lithuanian Case Study 在父母离婚的情况下确保儿童与父母双方沟通的权利：立陶宛案例研究

Journal of Teacher Education for Sustainability Pub Date : 2022-12-01 DOI: 10.2478/jtes-2022-0017

B. Kairienė, Asta Valackienė, Jolanta Blauzdžiūnaitė-Pavlovič

{"title":"Ensuring the Child's Right to Communication With Both Parents in the Context of Parental Divorce: A Lithuanian Case Study","authors":"B. Kairienė, Asta Valackienė, Jolanta Blauzdžiūnaitė-Pavlovič","doi":"10.2478/jtes-2022-0017","DOIUrl":"https://doi.org/10.2478/jtes-2022-0017","url":null,"abstract":"Abstract Reflecting on the Sustainable Development Agenda 2030, which emphasises that progress in sustainable development depends on ensuring prosperity, and in line with the Sustainable Development Goal 3, which aims to promote the well-being of all age groups, including children, this study aims to examine the child's legitimate right to communicate with both parents in the context of divorce and support arrangements. Filling the gaps in previous research, our research problem is focused on analysing the impact on sustainability, the child's emotional well-being and the protection of the child's rights in the situation of parental divorce. Following the emergent approach, an instrumental case study design and a qualitative research strategy were employed using methods such as content analysis of legal documents and semi-structured interviews. The research questions addressed two dimensions of the analysis: the factors contributing to the exercise of the child's right to communicate with the separated parent; and violations of the child's rights where the child's right to communicate with both parents is not properly ensured or not at all ensured. The results of this study reveal that the parent living with the child after the divorce acts contrary to the best interests of the child, denying the child's inherent right to be raised and educated by both parents.","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":"43079299","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

The Discourse of Sustainability in English Language Teaching (ELT) at the University of Oxford: Analyzing Discursive Representations 牛津大学英语教学中的可持续性话语：话语表征分析

Journal of Teacher Education for Sustainability Pub Date : 2022-06-01 DOI: 10.2478/jtes-2022-0004

Oleksandr (Alexander) Kapranov

{"title":"The Discourse of Sustainability in English Language Teaching (ELT) at the University of Oxford: Analyzing Discursive Representations","authors":"Oleksandr (Alexander) Kapranov","doi":"10.2478/jtes-2022-0004","DOIUrl":"https://doi.org/10.2478/jtes-2022-0004","url":null,"abstract":"Abstract The article presents and discusses a study that focuses upon discursive representations of sustainability in English Language Teaching (ELT) that are found on the official web-site of the University of Oxford in the United Kingdom. The study involved a corpus of texts related to sustainability in ELT that were collected on the website of the University of Oxford. The corpus was analyzed qualitatively to identify and classify the types of discursive representations of sustainability in ELT. After that, it was investigated quantitatively to calculate the most frequent types of discursive representations of sustainability. The results of the corpus analysis revealed that the most frequent types of discursive representation of sustainability in ELT at the University of Oxford involved “lifelong learning” and “digital sustainability”, respectively. It was found that the aforementioned discursive representations did not reflect the main sustainability goals that were set by the University of Oxford, inter alia, zero carbon emissions and biodiversity. It is suggested in the article that the discursive representations of sustainability “lifelong learning” and “digital sustainability” are indicative of an ELT-specific aspect of the discourse of sustainability that is communicated online by the University of Oxford.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45842476","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: 3

Present and Future of Teacher Education Admission: Perspectives From Europe 教师教育录取的现状与未来:来自欧洲的视角

Journal of Teacher Education for Sustainability Pub Date : 2022-06-01 DOI: 10.2478/jtes-2022-0011

A. Pipere, Mārīte Kravale-Pauliņa, E. Oļehnoviča

{"title":"Present and Future of Teacher Education Admission: Perspectives From Europe","authors":"A. Pipere, Mārīte Kravale-Pauliņa, E. Oļehnoviča","doi":"10.2478/jtes-2022-0011","DOIUrl":"https://doi.org/10.2478/jtes-2022-0011","url":null,"abstract":"Abstract The article presents small-scale qualitative research that reveals the views of teacher education (TE) experts from different geographical regions of Europe on teacher education admission criteria (TEA) today and in the future world. This exploration would open the international debate on the future need to reinvent the TE, TEA, and rethink the qualities of the TE candidates in a sustainable TE framework for the wide diversity of European countries. Data were collected from ten experts using a qualitative questionnaire with eight open questions, including one multiple choice question. Inductive and deductive qualitative content analysis was performed on the qualitative data collected. This study gives voice to professionals in TE and TEA, allowing them to express concerns, perspectives, and visions of current and future TE and TEA. In light of the cultural, social, political, and educational context in several European countries, the findings illustrate the scope of similar and unique discourses that are considered crucial in educational politics and decision making on the national, regional and pan-European scale.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45907968","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: 3

Parental Engagement in Online Teaching and Learning During COVID-19 Pandemic: Implications for Sustainable Education COVID-19大流行期间家长参与在线教学:对可持续教育的影响

Journal of Teacher Education for Sustainability Pub Date : 2022-06-01 DOI: 10.2478/jtes-2022-0010

R. Alsarayreh, F. Al-Khasawneh, Tarik Faris Al Soub

引用次数: 0

Role of Social Justice in the Relationship Between Cultural Intelligence and Attitude Toward Teaching Profession 社会公正在文化智力与教师职业态度关系中的作用

Journal of Teacher Education for Sustainability Pub Date : 2022-06-01 DOI: 10.2478/jtes-2022-0007

Kasım Karataş, Bunyamin Han

{"title":"Role of Social Justice in the Relationship Between Cultural Intelligence and Attitude Toward Teaching Profession","authors":"Kasım Karataş, Bunyamin Han","doi":"10.2478/jtes-2022-0007","DOIUrl":"https://doi.org/10.2478/jtes-2022-0007","url":null,"abstract":"Abstract The research investigated the role of social justice in the relationship between cultural intelligence and attitude toward teaching profession. For a sustainable education, social justice and cultural intelligence are seen crucial in teaching profession. The data of the study were collected from 404 prospective teachers studying at a state university in Turkey by using a paper-based survey. For collecting the data, “Cultural Intelligence Scale (CIS)” developed by Ang et al. (2007) and adapted into Turkish by Ilhan and Cetin (2014); “Social Justice Scale (SJS)” developed by Torres-Harding et al. (2012) and adapted into Turkish by Cirik (2015); and “Attitude Scale of Teaching Profession” developed by Üstüner (2006) were used. A structural model was established and conducted to hypothesize the research questions. Confirmatory factor analysis (CFA) was used to validate the measurement and structural model. The SEM-based mediating analysis using SPSS AMOS was employed to test the hypothesized relationships. According to the results, cultural intelligence predicted the attitude towards the teaching profession and also social justice. Moreover, social justice was found to be in the full mediating role in the relationship between cultural intelligence and attitude towards the teaching profession. The research concluded that social justice was an important factor in increasing cultural intelligence competencies of teacher candidates to enhance their positive attitude towards teaching profession.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47491563","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

Constructing a Transformative Sustainability Pedagogy: Teacher Empowerment for a Sustainable Future 构建变革的可持续性教学法:教师赋权促进可持续未来

Journal of Teacher Education for Sustainability Pub Date : 2022-06-01 DOI: 10.2478/jtes-2022-0002

Timothy Bedford

引用次数: 7

What do We Know About Teacher Educators’ Perceptions of Education for Sustainable Development? A Systematic Literature Review 我们对教师教育者对可持续发展教育的看法了解多少？系统文献综述

Journal of Teacher Education for Sustainability Pub Date : 2022-06-01 DOI: 10.2478/jtes-2022-0003

Antje Goller, M. Rieckmann

引用次数: 15