Journal of Teacher Education for Sustainability最新文献_第7页

Making the Sustainable University 打造可持续发展的大学

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

引用次数: 3

Infusing Sustainability Across the Curriculum 在整个课程中注入可持续性

Journal of Teacher Education for Sustainability Pub Date : 2021-01-01 DOI: 10.1007/978-981-33-4477-8_6

E. Otto, S. L. Wohlpart, Brendan Bevins, Diane Bondehagen, Jessica P. Marcolini, M. Roca, T. Szecsi, H. Yazici

引用次数: 0

Spaced E-learning for Sustainable Education 可持续教育的间隔电子学习

Journal of Teacher Education for Sustainability Pub Date : 2020-12-01 DOI: 10.2478/jtes-2020-0016

Janis Kapenieks, Janis Kapenieks

{"title":"Spaced E-learning for Sustainable Education","authors":"Janis Kapenieks, Janis Kapenieks","doi":"10.2478/jtes-2020-0016","DOIUrl":"https://doi.org/10.2478/jtes-2020-0016","url":null,"abstract":"Abstract The objective of the research is to determine e-learning solutions for the implementation of the spaced learning in university students’ sustainable education. In the spaced e-learning method, the course content includes few-minute pauses between repetitions, during which students let their brain “rest” with different content and then return to the course. Information technology solutions are based on the identification of students’ individual and situational interests and the following promotion of students’ interests for personal development by the content of spaces. Current research is oriented to the search for benefits from synergy of the technological and pedagogical e-learning developments. The study includes three cycles of education action research. The first and second cycles aim at finding the most effective method to include content for sustainable personality development in the course. At Riga Technical University, a prototype of two blended learning Master level courses was created and approbated with Master level students. Outcomes of the research were evaluated by reflection on students’ opinions and analysis of user behavior data in the e-learning environment OpenEdX. The results obtained in the first and second cycles of the action research and reflection are the basis for the conceptual development of the Living Lab solution in the MOODLE environment with personalized content. Technological solutions for the implementation of personalized content of spaces for personality development are based on the student’s self-assessment of his/her individual interests. The research shows the potential of the spaced e-learning for instructional learning and personality development, thus leading to learning for sustainability in the broadest sense as a perspective of pedagogy with inherently sustainable nature, that we denote as “fostering” in the study. The spaced e-learning method was seriously influenced by the COVID-19 crisis due to the replacement of blended learning with fully online learning.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292378","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: 8

Does the JTES help us Create Deeper Personal Meanings for Sustainable Education? JTES能帮助我们为可持续教育创造更深层次的个人意义吗?

Journal of Teacher Education for Sustainability Pub Date : 2020-12-01 DOI: 10.2478/jtes-2020-0012

Ilga Salīte, Ilona Fjodorova, O. Ivanova

引用次数: 16

What Factors Matter for the Sustainable Professional Development of Teachers? Analysis from Four Countries 教师专业可持续发展的重要因素是什么？四个国家的分析

Journal of Teacher Education for Sustainability Pub Date : 2020-12-01 DOI: 10.2478/jtes-2020-0022

Agnė Brandišauskienė, J. Česnavičienė, Rita Mičiulienė, Lina Kaminskienė

{"title":"What Factors Matter for the Sustainable Professional Development of Teachers? Analysis from Four Countries","authors":"Agnė Brandišauskienė, J. Česnavičienė, Rita Mičiulienė, Lina Kaminskienė","doi":"10.2478/jtes-2020-0022","DOIUrl":"https://doi.org/10.2478/jtes-2020-0022","url":null,"abstract":"Abstract In the 21st century, teachers’ learning is viewed through the lens of sustainable development as a holistic, transformative and collaborative learning process. Acknowledging that teacher professional development is a prerequisite for educational quality, it becomes necessary to look for professional development factors that could be relevant to sustainable professional development. The article explores factors of sustainable professional development of teachers based on data of TALIS 2018 from four Baltic countries (Estonia, Finland, Latvia, and Lithuania). The study also discusses distinct characteristics of teacher professional development in the analyzed countries. Although traditional forms and methods of professional development still prevail in all countries, teachers also learn through active cooperation. Finnish teachers, more often than teachers in the other countries, worked in teams and shared material, knowledge, etc. with each other; Estonian teachers, more so than teachers in the other countries, took part in long-term training; Latvian teachers were more likely than teachers in the other countries to observe other teachers’ classes and provide feedback. Lithuanian teachers were perhaps the most active in terms of learning, but young teachers with fewer years of service were more likely to engage in long-term and collaborative activities. Finally, the implications for further research are discussed.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47676134","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

A Study on the Status of Sustainability Education among Iranian EFL Instructors: Developing a Glocalized Model 伊朗英语教师可持续教育现状研究:建立一个全球本土化的模式

Journal of Teacher Education for Sustainability Pub Date : 2020-12-01 DOI: 10.2478/jtes-2020-0017

Z. Tavakkoli, Naser Rashidi

{"title":"A Study on the Status of Sustainability Education among Iranian EFL Instructors: Developing a Glocalized Model","authors":"Z. Tavakkoli, Naser Rashidi","doi":"10.2478/jtes-2020-0017","DOIUrl":"https://doi.org/10.2478/jtes-2020-0017","url":null,"abstract":"Abstract In the Iranian education context where the concept of Sustainability Education is to a certain extent novel and fresh, one must first determine the state of Sustainability Education in education systems and specifically TEFL departments to discover EFL instructors’ needs. This way, EFL instructors can be equipped with Sustainability Education competencies needed for transforming EFL education systems. Sustainability Education can be best implemented through language learning and specifically English learning compared with other subjects because language classes are the best sights for discussing sustainability issues. Additionally, the actualization of Sustainability Education in language classes can facilitate CLT and global citizenship operationalization. Having these in mind, the present study attempts to depict a clear picture of Sustainability Education among EFL instructors and provide education systems and policymakers with the necessary Sustainability Education competencies to equip teachers and help learners to feel and identify the relationship among sustainability issues such as culture, ecology, economy, power structures, and even their own families. The study was conducted using a Sustainability Education questionnaire developed by the researchers. The questionnaire was distributed among 150 EFL instructors. The findings of the study reveal that EFL instructors experience an apparent lack of sustainability literacy. On the other hand, their level of implementation is better than literacy but still not much satisfactory. The important findings can bring about the transformation and modification of EFL teacher education and curriculum and will be highly advantageous regarding professional and ethical dimensions of education system.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47560702","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: 6

Interdisciplinary Inquiry-based Teaching and Learning of Sustainability in Saudi Arabia 沙特阿拉伯可持续发展的跨学科探究性教学

Journal of Teacher Education for Sustainability Pub Date : 2020-12-01 DOI: 10.2478/jtes-2020-0020

A. Alghamdi, W. El-Hassan

引用次数: 5

The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners 间隔和群体教学对中级前英语学习者外语阅读动机和阅读态度的影响

Journal of Teacher Education for Sustainability Pub Date : 2020-12-01 DOI: 10.2478/jtes-2020-0019

Ehsan Namaziandost, Maryam Khodaverdian Dehkordi, Poupak Alipour, Shouket Ahmad Tilwani

{"title":"The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners","authors":"Ehsan Namaziandost, Maryam Khodaverdian Dehkordi, Poupak Alipour, Shouket Ahmad Tilwani","doi":"10.2478/jtes-2020-0019","DOIUrl":"https://doi.org/10.2478/jtes-2020-0019","url":null,"abstract":"Abstract This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then divided into two equal experimental groups: spaced group and massed group. Afterwards, the researcher measured the participants’ reading motivation and reading attitude by administering a reading motivation questionnaire and a reading attitude survey as a pre-test. Then, both groups received the treatment. During the treatment phase of the study, the massed group was taught the reading comprehension in an intensive 60-minute session, while the spaced group was taught in three short sessions (twenty-minute session). After the instruction, a reading motivation questionnaire and a reading attitude survey as a post-test were carried out to both groups and finally the data were analyzed by running paired and independent sample t-tests. The outcomes demonstrated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly out performed the massed group (p < .05) on the reading motivation and reading attitude post-test. The implications of this study make teachers know that teaching through spaced periods can produce better outcomes than teaching through one massed session.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43016717","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

Environmental Education Competency: Enhancing the Work of Teachers 环境教育能力：加强教师工作

Journal of Teacher Education for Sustainability Pub Date : 2020-12-01 DOI: 10.2478/jtes-2020-0021

Yodsaphon Wanchana, Pram Inprom, W. Rawang, Art-ong Jumsai Na Ayudhya

引用次数: 2

Mapping the Integration of the Sustainable Development Goals in Universities: Is It a Field of Study? 规划大学可持续发展目标的整合:这是一个研究领域吗?

Journal of Teacher Education for Sustainability Pub Date : 2020-12-01 DOI: 10.2478/jtes-2020-0013

Guillermo Murillo-Vargas, Carlos Hernan Gonzalez-Campo, Diony Ico Brath

{"title":"Mapping the Integration of the Sustainable Development Goals in Universities: Is It a Field of Study?","authors":"Guillermo Murillo-Vargas, Carlos Hernan Gonzalez-Campo, Diony Ico Brath","doi":"10.2478/jtes-2020-0013","DOIUrl":"https://doi.org/10.2478/jtes-2020-0013","url":null,"abstract":"Abstract This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word “higher education” is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42441701","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: 19