Journal of Teacher Education for Sustainability最新文献_第9页

Investigating Home Economics Teachersí Food Waste Practices and Attitudes 调查家政学Teachersí食物浪费的做法和态度

Journal of Teacher Education for Sustainability Pub Date : 2020-06-01 DOI: 10.2478/jtes-2020-0002

Anna-Liisa Elorinne, Lasse Eronen, M. Pollari, Johanna Hokkanen, H. Reijonen, Jamie Murphy

{"title":"Investigating Home Economics Teachersí Food Waste Practices and Attitudes","authors":"Anna-Liisa Elorinne, Lasse Eronen, M. Pollari, Johanna Hokkanen, H. Reijonen, Jamie Murphy","doi":"10.2478/jtes-2020-0002","DOIUrl":"https://doi.org/10.2478/jtes-2020-0002","url":null,"abstract":"Abstract Although studies highlight the role of education in sustainable Food Waste (FW) behaviors, few studies examine basic education pedagogies concerning FW. The present research explores Finnish comprehensive schoolteachersí food and FW attitudes, personal FW practices, and FW pedagogy - educational approach, learning environment, classroom actions, and learning materials. Principal Component Analysis and Spearman correlation analyses of data from a convenience-sampled survey examined FW attitude and practice connections. Respondents (n=52), mostly females (85 %) and Home Economics teachers (62 %), reported two main attitudinal components. Wide Range Responsibility (WRR) represented holistic, global, and communal FW perspectives, while Restricted Responsibility (RR) represented individual and hedonistic FW views. WRR together with school related environmental activities correlated significantly with teacher pedagogical practices to enhance pupilsí ability to recognize factors influencing their FW practices. As personal attitudes may carry into teachersí pedagogical practices, future research should examine teachersí personal values and their consistency with basic curriculum values.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41493527","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

Exploring EFL Teachers’ Moral Identity: The Case of Iranian Teachers 英语教师道德认同探析:以伊朗教师为例

Journal of Teacher Education for Sustainability Pub Date : 2020-06-01 DOI: 10.2478/jtes-2020-0009

Davoud Amini, S. Najafi, B. Behin

引用次数: 1

Education for Sustainable Development as Diffusion of Innovation of Secondary School Students 可持续发展教育:中学生创新的扩散

Journal of Teacher Education for Sustainability Pub Date : 2020-06-01 DOI: 10.2478/jtes-2020-0007

B. Prabawani, S. Hadi, I. S. Zen, T. Afrizal, D. Purbawati

{"title":"Education for Sustainable Development as Diffusion of Innovation of Secondary School Students","authors":"B. Prabawani, S. Hadi, I. S. Zen, T. Afrizal, D. Purbawati","doi":"10.2478/jtes-2020-0007","DOIUrl":"https://doi.org/10.2478/jtes-2020-0007","url":null,"abstract":"Abstract Education for sustainable development (ESD) is essential to study in order to understand environmental changes from the perspective of student character building. This concept is the main foundation that refers to individual personality as a medium to build excellent capacity from an early age. At adolescent age, children experience a period with high emotional growth that encourages changes in attitudes and behavior patterns towards the surrounding environment. This exploratory study aimed at describing the relationship between environmental knowledge and studentsí attitudes and behaviors, along with challenging factors as the moderating variable, involving 320 participants from two junior high schools in two cities in Central Java, Indonesia. The data were analyzed using partial least square Smartpls v3.0. This study found that junior high school students had low environmental and social knowledge, but there was a good attitude and behavior tendency concerning the environment. The studentsí knowledge significantly influenced environmentally-friendly attitudes and behaviors, especially the social environment that the obstacles also became a significant moderating variable. Thus, schools and related parties should develop programs to increase the studentsí study orientation towards the environment and to have a collective awareness of the environment, specifically the ability to analyze and synthesize the surroundings.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46477159","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: 5

JTES for Sustainable Development: An Action Research Environment for the Development and Sustainable Future of the Journal Identity JTES可持续发展:期刊认同发展与可持续未来的行动研究环境

Journal of Teacher Education for Sustainability Pub Date : 2020-06-01 DOI: 10.2478/jtes-2020-0001

Ilga Salīte, Ilona Fjodorova, D. Iliško, O. Ivanova, Hussein Meihami

引用次数: 7

Higher Education for Sustainability 可持续发展高等教育

Journal of Teacher Education for Sustainability Pub Date : 2020-01-01 DOI: 10.1007/978-981-15-1940-6

Kerry Shephard

引用次数: 7

Environmental Education in New Zealand 新西兰的环境教育

Journal of Teacher Education for Sustainability Pub Date : 2020-01-01 DOI: 10.1007/978-981-15-1940-6_4

Kerry Shephard

引用次数: 0

Campus Sustainability 校园的可持续发展

Journal of Teacher Education for Sustainability Pub Date : 2020-01-01 DOI: 10.1007/978-981-15-1940-6_2

Kerry Shephard

引用次数: 0

Global Perspectives and Competitive Individualism 全球视野和竞争性个人主义

Journal of Teacher Education for Sustainability Pub Date : 2020-01-01 DOI: 10.1007/978-981-15-1940-6_6

Kerry Shephard

引用次数: 0

Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education 职前教师教育中的质量、公平、包容和终身学习

Journal of Teacher Education for Sustainability Pub Date : 2019-12-01 DOI: 10.2478/jtes-2019-0019

Wisuit Sunthonkanokpong, Elizabeth Murphy

{"title":"Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education","authors":"Wisuit Sunthonkanokpong, Elizabeth Murphy","doi":"10.2478/jtes-2019-0019","DOIUrl":"https://doi.org/10.2478/jtes-2019-0019","url":null,"abstract":"Abstract Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48688625","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: 15

Willingness to Communicate, Possible Selves, Learner Autonomy, and Academic Target Needs: Implications for Sustainable Development in L2 Pedagogy 沟通意愿、可能的自我、学习者自主和学术目标需求:对第二语言教学法可持续发展的影响

Journal of Teacher Education for Sustainability Pub Date : 2019-12-01 DOI: 10.2478/jtes-2019-0021

R. Esfandiari, Sepideh Hesani

{"title":"Willingness to Communicate, Possible Selves, Learner Autonomy, and Academic Target Needs: Implications for Sustainable Development in L2 Pedagogy","authors":"R. Esfandiari, Sepideh Hesani","doi":"10.2478/jtes-2019-0021","DOIUrl":"https://doi.org/10.2478/jtes-2019-0021","url":null,"abstract":"Abstract Life-long learning requires that language learners be well prepared for the target situations they will be operating in. To achieve this goal and to improve education for sustainable development, language teachers and language educators need to motivate language learners to participate in the target language. The present study, therefore, investigated the relationships between willingness to communicate (WTC) and possible selves, WTC and learner autonomy, and WTC and academic target needs in an English for Academic Purposes (EAP) context to open up new horizons for sustainable L2 learning. In addition, the present study was aimed at examining the extent to which WTC, possible selves, and learner autonomy would predict academic target needs. Five hundred and ninety male and female undergraduate students from two state-run universities in Iran participated in this study. The present study used four questionnaires to collect the data, and SPSS (version 25) was used to analyze the data. The findings showed a significant positive relationship between WTC and possible selves. Finally, results from hierarchical multiple regression revealed that WTC, possible selves, and learner autonomy were predictors of academic target needs. The findings suggest that the interplay of several variables should be considered if language learners need to actively communicate in L2 academic settings. Implications for sustainable development in L2 pedagogy are also discussed.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46130747","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: 2