Journal of Teacher Education for Sustainability最新文献_第6页

Student Teachers' Change Agency in Education for Sustainable Development 可持续发展教育中学生教师的变革主体

Journal of Teacher Education for Sustainability Pub Date : 2021-06-01 DOI: 10.2478/jtes-2021-0007

Teija Koskela, Sirpa Kärkkäinen

{"title":"Student Teachers' Change Agency in Education for Sustainable Development","authors":"Teija Koskela, Sirpa Kärkkäinen","doi":"10.2478/jtes-2021-0007","DOIUrl":"https://doi.org/10.2478/jtes-2021-0007","url":null,"abstract":"Abstract Previous research shows that teachers are key players in supporting agency in the face of the biggest global challenges of our time, such as climate change and pollution, as teachers educate societies' future decision-makers. The aim of this study was to analyze student teachers' perceptions of change agency and sustainable development. In this qualitative case study, the writings of student teachers (n = 116) were studied in the context of sustainable development education. The data were analyzed using content analysis. The findings of the research confirmed previous studies showing that student teachers' perceptions of sustainable development were quite narrow. The results indicated that the student teachers wrote mainly about social dimensions of sustainable development; few of them considered economic or environmental dimensions of sustainable development. The results provided new information about the current state of student teachers' perceptions of change agency in the teacher education context. Teacher education should focus more on a holistic view of sustainable development aspects. These findings might be useful in implementing teacher education curricula.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69226880","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: 18

Towards More Personal and Integrated Understanding of the Sustainability Phenomenon 对可持续性现象的更个人化和综合的理解

Journal of Teacher Education for Sustainability Pub Date : 2021-06-01 DOI: 10.2478/jtes-2021-0001

Ilga Salīte, Ilona Fjodorova, O. Ivanova

引用次数: 2

A Holistic Approach to Education for Sustainability: Ecofeminism as a Tool to Enhance Sustainability Attitudes in Pre-service Teachers 可持续发展教育的整体方法:生态女性主义作为提高职前教师可持续发展态度的工具

Journal of Teacher Education for Sustainability Pub Date : 2021-06-01 DOI: 10.2478/jtes-2021-0002

Yolanda Echegoyen-Sanz, Antonio Martín-Ezpeleta

{"title":"A Holistic Approach to Education for Sustainability: Ecofeminism as a Tool to Enhance Sustainability Attitudes in Pre-service Teachers","authors":"Yolanda Echegoyen-Sanz, Antonio Martín-Ezpeleta","doi":"10.2478/jtes-2021-0002","DOIUrl":"https://doi.org/10.2478/jtes-2021-0002","url":null,"abstract":"Abstract To achieve an effective Education for Sustainable Development (ESD), teachers should possess appropriate sustainability attitudes to transmit those values to their future students. In this article, a holistic educational intervention around the ecofeminist movement is described and its impact on the sustainability attitudes of 188 pre-service teachers is assessed. The quantitative results with a validated questionnaire reveal an initial high level of sustainability awareness and a statistically significant increase in the environmental dimension after the educational intervention. In addition, the qualitative analysis of the stories and activities for children prepared by the students in a process of didactic transposition confirms their ability to effectively integrate different competencies around a topic. Due to their status as future educators in the early stages of the system, pre-service teachers are relevant to disseminate a holistic view of ESD and we can conclude that ecofeminism is a thematic node that integrates key concept and attitudinal content to achieve that goal.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46742319","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: 14

Making Change Visible – An Explorative Case Study of Dealing With Climate Change Deniers in Forest Education 让变化可见——森林教育中应对气候变化否认者的探索性案例研究

Journal of Teacher Education for Sustainability Pub Date : 2021-06-01 DOI: 10.2478/jtes-2021-0005

J. Hepper

引用次数: 2

Enhancing Ecocentric Environmental Attitudes: An Experience of Science Teaching to Inspire Students to Value Trees 强化以生态为中心的环境态度:启发学生重视树木的科学教学经验

Journal of Teacher Education for Sustainability Pub Date : 2021-06-01 DOI: 10.2478/jtes-2021-0010

Maria Eduarda Ferreira, R. Pitarma

{"title":"Enhancing Ecocentric Environmental Attitudes: An Experience of Science Teaching to Inspire Students to Value Trees","authors":"Maria Eduarda Ferreira, R. Pitarma","doi":"10.2478/jtes-2021-0010","DOIUrl":"https://doi.org/10.2478/jtes-2021-0010","url":null,"abstract":"Abstract Deforestation is a global issue. Education has a fundamental role to play in this context. In this regard, the direction and effectiveness of educational practices should focus on the empowerment of students in ecocentric environmental attitudes. A key point in education for environmental sustainability is pedagogical approaches focused on the development of critical and reflective thinking. In this context, objectified research was developed in the (re)conceptualization of the “living being”, with thermogram didacticization, as a way to develop egalitarian feelings of the need for similar attitudes among living beings. The study was developed in an action-research context. The pedagogical-didactic intervention was within the scope of the “Natural Sciences” curricular unit of the “Basic Education” degree at a Portuguese Institution. After a pedagogical-didactic intervention, the reconceptualization of “living being” was observed in these students, presenting, now, a reflexive argument concerning the ecocentric environmental attitudes regarding the “living being” – the tree vs. animal, highlighting the importance that the thermographic images had in the (re)significance of their “new look” regarding the tree.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43447082","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

The IraunIK and IraunIR Questionnaires: Assessment of Transversal Competencies for Sustainability IraunIK和IraunIR问卷：可持续性横向能力评估

Journal of Teacher Education for Sustainability Pub Date : 2021-06-01 DOI: 10.2478/jtes-2021-0003

Itziar Rekalde-Rodríguez, Pilar Gil-Molina, Esther Cruz-Iglesias

引用次数: 9

Ecologized Collaborative Online International Learning: Tackling Wicked Sustainability Problems Through Education for Sustainable Development 生态化合作在线国际学习：通过可持续发展教育解决棘手的可持续性问题

Journal of Teacher Education for Sustainability Pub Date : 2021-06-01 DOI: 10.2478/jtes-2021-0004

A. Adefila, Osman Arrobbio, Geraldine Brown, Zoe Robinson, Gary Spolander, Ilkhom Soliev, Bret Willers, L. Morini, Dario Padovan, Katherine Wimpenny

{"title":"Ecologized Collaborative Online International Learning: Tackling Wicked Sustainability Problems Through Education for Sustainable Development","authors":"A. Adefila, Osman Arrobbio, Geraldine Brown, Zoe Robinson, Gary Spolander, Ilkhom Soliev, Bret Willers, L. Morini, Dario Padovan, Katherine Wimpenny","doi":"10.2478/jtes-2021-0004","DOIUrl":"https://doi.org/10.2478/jtes-2021-0004","url":null,"abstract":"Abstract Education for Sustainable Development (ESD) is increasingly embedded in higher education (HE) due to the current emphasis on tackling the environmental crisis. Similarly, Civic Society Organisations are expanding their mobilization and practical action in communities. These approaches can reach almost all people on the planet and open avenues for effective global action around sustainable development. It is important to connect both learners and develop agents of change in society. In this paper, we focus on how digital resources can support democratization of knowledge production and improve equitable citizen participation in ESD and practical action at the local and global levels. The paper investigates structures, processes and components that support transnational collaboration in digital spaces, particularly, around the enhancement of sustainable environmental attitudes. We use Collaborative Online International Learning (COIL) as a basis to develop EcoCOIL as a versatile model for expanding coalition building tools and principles, to promote environmental citizenship and develop multi-layered communities of practice. Stakeholders include university students and staff, technical experts, business leaders and entrepreneurs, social innovators, policy makers, Community Social Organisations (CSOs), etc. EcoCOIL focuses on co-created wisdom sharing across intercultural, intergenerational and transdisciplinary actors; it brings an innovative, participatory angle to curriculum development by integration of lifelong learning principles and practical facilitation of sustainable behavior within communities in real time.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47098027","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: 10

Implementing a Spiritual and Moral Education Program for Maths Teachers 实施数学教师的精神品德教育

Journal of Teacher Education for Sustainability Pub Date : 2021-06-01 DOI: 10.2478/jtes-2021-0006

Yevgeniya Gerasimova, S. Dvoryatkina, O. Savvina, S. Shcherbatykh

{"title":"Implementing a Spiritual and Moral Education Program for Maths Teachers","authors":"Yevgeniya Gerasimova, S. Dvoryatkina, O. Savvina, S. Shcherbatykh","doi":"10.2478/jtes-2021-0006","DOIUrl":"https://doi.org/10.2478/jtes-2021-0006","url":null,"abstract":"Abstract Modern researchers focus on spiritual and moral education only of children, particularly in the humanities. In this study, we develop and implement a program for the spiritual and moral education of 24 mathematics teachers aged between 30 and 65 years and assess its effectiveness. The program's effectiveness was assessed based on previously developed psychodiagnostic tools by expanding spiritual and moral development characteristics with new components. Diagnostics of the primary state of personal characteristics of spirituality was conducted before the experimental training and after implementing the program. We analyzed data using the Wilcoxon T-test, which revealed a significant increase in value-semantic, communicative, reflexive, motivational, and critical parameters. A qualitative analysis was conducted by evaluating the further research activities of 60 % of the students. Our program can be used in postgraduate education in a wide range of specialties and areas of training worldwide. The program can provide advanced training in solving spiritual and moral education issues for mathematics teachers.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49084012","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 Professional Development of Academic Staff in Higher Education Institution 论高校学术人员的专业发展

Journal of Teacher Education for Sustainability Pub Date : 2021-06-01 DOI: 10.2478/jtes-2021-0009

Duc Huu Pham

{"title":"The Professional Development of Academic Staff in Higher Education Institution","authors":"Duc Huu Pham","doi":"10.2478/jtes-2021-0009","DOIUrl":"https://doi.org/10.2478/jtes-2021-0009","url":null,"abstract":"Abstract Higher education is given increasing recognition by national governments and international agencies throughout the world to become a crucial incentive for sustainable development goals. In the national development of intellectual force at present, the Vietnam policy of education and training, which is of great importance, is the decisive factor for the economic growth and social development as set out by the government. Therefore, the educational development is the responsibility of both the government and the society. It is now clear that the academic staff in higher education institutions is the core force, playing a decisive role in ensuring the quality of higher education as in the case of the International University – Vietnam National University Ho Chi Minh City. The paper investigated the research studies by the university academic staff through their annual publications and the number of lecturers with Doctoral degrees and professorship. The results showed their research studies contributed to the development of the institution in particular, and at the same time predicted how much the stakeholders benefited from this in general. This study may contribute to developing the quality of higher education institutions regarding the promotion of international publications by the higher education faculties.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48492542","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

Service-Learning as a High-Impact Practice 作为高影响力实践的服务学习

Journal of Teacher Education for Sustainability Pub Date : 2021-01-01 DOI: 10.1007/978-981-33-4477-8_11

J. Rhea

引用次数: 11