可持续发展教育中学生教师的变革主体

Q2 Social Sciences

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

Teija Koskela, Sirpa Kärkkäinen

{"title":"可持续发展教育中学生教师的变革主体","authors":"Teija Koskela, Sirpa Kärkkäinen","doi":"10.2478/jtes-2021-0007","DOIUrl":null,"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":0.0000,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"18","resultStr":"{\"title\":\"Student Teachers' Change Agency in Education for Sustainable Development\",\"authors\":\"Teija Koskela, Sirpa Kärkkäinen\",\"doi\":\"10.2478/jtes-2021-0007\",\"DOIUrl\":null,\"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\":0.0000,\"publicationDate\":\"2021-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"18\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teacher Education for Sustainability\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/jtes-2021-0007\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teacher Education for Sustainability","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/jtes-2021-0007","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 18

摘要

先前的研究表明，面对我们这个时代最大的全球性挑战，如气候变化和污染，教师是支持机构的关键角色，因为教师教育社会未来的决策者。摘要本研究旨在分析学生教师对变革中介与可持续发展的认知。在这个定性案例研究中，我们在可持续发展教育的背景下研究了实习教师(n = 116)的写作。采用内容分析法对数据进行分析。研究结果证实了以往的研究表明，学生教师对可持续发展的认识相当狭隘。结果表明:实习教师主要写可持续发展的社会维度;其中很少有人考虑到可持续发展的经济或环境层面。研究结果提供了关于教师教育背景下学生教师对变革动因认知现状的新信息。教师教育应更加注重可持续发展方面的整体观点。这些发现可能对教师教育课程的实施有用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Student Teachers' Change Agency in Education for Sustainable Development

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Teacher Education for Sustainability Social Sciences-Education

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.