展望师范教育中促进可持续发展转型的优质教育:关于可持续发展目标 4 的国际对话的观点

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Sunet Grobler, Ann-Kathrin Dittrich
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引用次数: 0

摘要

目的这项解释性研究旨在了解优质教育的全球视角,并描述可增强师范教育工作者能力的变革战略,使教育系统和未来的教师能够通过促进学习过程,支持学生迈向可持续发展的未来,从而成为变革的推动者。在有关可持续发展目标 4 的 Teach4Reach 1.0 项目期间,研究人员对 23 名参与者进行了四次半结构化小组访谈,其中包括来自奥地利、德国、意大利、加拿大、美国和南非的职前和在职教师、教师教育工作者和政策制定者。研究发现,可持续发展目标 4 对于支持整个联合国 2030 年议程至关重要。此外,还明确提出了三个不同的主题,这些主题涉及设想可持续发展转型的必要性:(1) 协作,(2) 个人的福祉和背景,以及 (3) 技能发展战略。研究局限性/意义由于研究的定性性质,参与者对可持续发展目标的全面理解及其看法仍然受方法论主观性的制约。实际意义这项研究促成了教育利益相关者(职前和在职教师、师范教育工作者和政策制定者)之间的对话,从而提高了对有关优质教育和培养优质未来教师的可持续发展目标 4 的认识和鼓励。这项研究阐述了如何实现可持续发展目标,并确定了师范教育可持续发展转型所必需的主题。它还强调了进一步研究和明确教育利益相关者对优质教育的责任,例如:(1) 如何通过关注合作、福祉和个人背景来增加优质教师的供应,以及 (2) 嵌入价值的技能如何支持可持续发展的优质教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Envisioning quality education for sustainability transformation in teacher education: perspectives from an international dialogue on Sustainable Development Goal 4

Purpose

The explanatory study aimed to understand the global perspective of quality education and describe transformative strategies that empower teacher educators and equip the education system and future teachers to act as change agents by fostering learning processes that support students towards a sustainable future.

Design/methodology/approach

The explanatory study used a descriptive qualitative design. The researchers conducted four semi-structured group interviews of the 23 participants including pre- and in-service teachers, teacher educators, and policymakers from Austria, Germany, Italy, Canada, the United States, and South Africa during the Teach4Reach 1.0 project on SDG4. The inductive thematic analysis of the data was guided by Kuckartz’s six-phase approach for constructing data-driven categories.

Findings

The study identified SDG4 as pivotal in supporting the overall UN Agenda 2030. Furthermore, three distinct themes unequivocally emerged and were developed concerning the imperative nature of envisioning transformation for sustainability: (1) collaboration, (2) well-being and context of individuals, and (3) strategies for skill development.

Research limitations/implications

Due to the qualitative nature of the study, the participants’ comprehensive understanding of the SDGs and their perceptions remained conditional to methodological subjectivity.

Practical implications

The study enabled a dialogue between educational stakeholders (pre- and in-service teachers, teacher educators, and policymakers), whereby an awareness and encouragement of SDG4 regarding quality education and training of quality future teachers occurred. A further implication includes increased collaboration and dialogue regarding the well-being of individuals (educational stakeholders), the context of individuals, and strategies for skill development.

Originality/value

The study elaborates on reaching the SDGs and identifies themes essential for sustainability transformation in teacher education. It also highlights further research and clarity about the responsibilities of educational stakeholders for quality education, for instance, (1) how to increase the supply of quality teachers by focusing on collaboration, well-being, and the contexts of individuals and (2) how value-embedded skills can support quality education for sustainability.

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CiteScore
2.50
自引率
0.00%
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