Abstract Education is recognized a human right for all. Though, Indigenous communities do not yet enjoy their full rights to education and are put at risk of losing their Indigenous culture and identity. A new research initiative, holding dialogues discussing the perceived outcomes of quality education in the eyes of several stakeholders, shows that access and retention in equitable and inclusive quality education as described in SDG 4 are highly valued. The research was jointly developed and carried out by researchers and Indigenous communities in 29 countries. Twenty-first century knowledge and skills are crucial for future Indigenous generations to create their livelihood and successfully engage in both Indigenous community life as well as mainstream society. Learning within formal school systems to understand their Indigenous heritage and keep the connection to their environment despite aspiring modern lifestyles, creates relevance which enhances both learning and retention. Beyond twenty-first century competencies, vital elements of education quality seen as relevant for Indigenous youth are aligned with education for sustainable development and applicable for all learners.
{"title":"ESD for All: Learnings from the #IndigenousESD Global Research","authors":"K. Kohl, Charles A. Hopkins","doi":"10.2478/jtes-2019-0020","DOIUrl":"https://doi.org/10.2478/jtes-2019-0020","url":null,"abstract":"Abstract Education is recognized a human right for all. Though, Indigenous communities do not yet enjoy their full rights to education and are put at risk of losing their Indigenous culture and identity. A new research initiative, holding dialogues discussing the perceived outcomes of quality education in the eyes of several stakeholders, shows that access and retention in equitable and inclusive quality education as described in SDG 4 are highly valued. The research was jointly developed and carried out by researchers and Indigenous communities in 29 countries. Twenty-first century knowledge and skills are crucial for future Indigenous generations to create their livelihood and successfully engage in both Indigenous community life as well as mainstream society. Learning within formal school systems to understand their Indigenous heritage and keep the connection to their environment despite aspiring modern lifestyles, creates relevance which enhances both learning and retention. Beyond twenty-first century competencies, vital elements of education quality seen as relevant for Indigenous youth are aligned with education for sustainable development and applicable for all learners.","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":"48191076","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}
Athira Chellamma Gopalakrishnan, S. Bhaskaran, Sudharma Ambujakshi
Abstract Personal Pedagogical Knowledge (PPK), one of the elementary factors of Pedagogical Content Knowledge (PCK), explains how teacher personality influences his/her unique way of teaching. It is an inevitable part of the Education for Sustainable Development (ESD). Pre-service teachers, who are participating in the knowledge management program for sustainable development, should possess strengthened or organized PPK. The curriculum of Teacher Education should have been reconfigured to conceptualize PPK as a lens to observe various teaching competences needed for sustainability. The personality of a teacher is considered right only when he/she organizes his/her behavior in a proactive way. It means the teacher should develop an ability to be in patience on the right path even though the situation is unfavorable. Proactivity organizes PPK that means the teacher personality is strong enough to make gradual changes in the unfavorable situation and turn it into favorable. This study aims at examining the relationship between Pro-activity and PPK among pre-service teachers based on their social media usage and subject discipline in the context of ESD. The major objectives are as follows: (1) to find out the extent of Proactivity and PPK among pre-service teachers in the context of ESD and (2) to find out the relationship between Proactivity and PPK among pre-service teachers. The study adopted a normative survey method by sampling 60 pre-service teachers from science and arts/humanities discipline. The sample is also categorized based on whether the pre-service teachers are users or not users of social media for propagating sustainability. Major findings are as follows: (1) there are significant pairwise differences in the Proactivity and PPK scores of high, average and low levels in the context of sustainability among pre-service teachers; (2) pre-service teachers using social media and those from arts/humanities discipline are exhibiting high levels of Proactivity and PPK than those who are not using social media and those from Science Education; and (3) there is a substantial relationship between Proactivity and PPK among pre-service teachers in whole and relevant sub-samples based on social media usage and subject-discipline regarding ESD.
{"title":"Relationship between Proactivity and Personal Pedagogical Knowledge in ESD among Pre-service Teachers: Sub-sampling on Social Media Usage and Subject Discipline","authors":"Athira Chellamma Gopalakrishnan, S. Bhaskaran, Sudharma Ambujakshi","doi":"10.2478/jtes-2019-0018","DOIUrl":"https://doi.org/10.2478/jtes-2019-0018","url":null,"abstract":"Abstract Personal Pedagogical Knowledge (PPK), one of the elementary factors of Pedagogical Content Knowledge (PCK), explains how teacher personality influences his/her unique way of teaching. It is an inevitable part of the Education for Sustainable Development (ESD). Pre-service teachers, who are participating in the knowledge management program for sustainable development, should possess strengthened or organized PPK. The curriculum of Teacher Education should have been reconfigured to conceptualize PPK as a lens to observe various teaching competences needed for sustainability. The personality of a teacher is considered right only when he/she organizes his/her behavior in a proactive way. It means the teacher should develop an ability to be in patience on the right path even though the situation is unfavorable. Proactivity organizes PPK that means the teacher personality is strong enough to make gradual changes in the unfavorable situation and turn it into favorable. This study aims at examining the relationship between Pro-activity and PPK among pre-service teachers based on their social media usage and subject discipline in the context of ESD. The major objectives are as follows: (1) to find out the extent of Proactivity and PPK among pre-service teachers in the context of ESD and (2) to find out the relationship between Proactivity and PPK among pre-service teachers. The study adopted a normative survey method by sampling 60 pre-service teachers from science and arts/humanities discipline. The sample is also categorized based on whether the pre-service teachers are users or not users of social media for propagating sustainability. Major findings are as follows: (1) there are significant pairwise differences in the Proactivity and PPK scores of high, average and low levels in the context of sustainability among pre-service teachers; (2) pre-service teachers using social media and those from arts/humanities discipline are exhibiting high levels of Proactivity and PPK than those who are not using social media and those from Science Education; and (3) there is a substantial relationship between Proactivity and PPK among pre-service teachers in whole and relevant sub-samples based on social media usage and subject-discipline regarding ESD.","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":"49541744","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}
Abstract Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators, teaching graduate and post-graduate level courses of teacher education programs of India’s Chandigarh region. A codebook was developed on the basis of UNESCO’s Teaching and Learning for a Sustainable Future (TLSF) program for the analysis. The findings of the research identified how and to what extent the indicators of ESD were addressed through broader categories of knowledge, skills and values. The research joins larger conversation of reorienting the teacher education programs particularly through the lens of cultural sustainability to achieve a sustainable future.
{"title":"Analytical Study Based on Perspectives of Teacher Educators in India with Respect to Education for Sustainable Development","authors":"Manisha Jetly, Nandita Singh","doi":"10.2478/jtes-2019-0016","DOIUrl":"https://doi.org/10.2478/jtes-2019-0016","url":null,"abstract":"Abstract Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators, teaching graduate and post-graduate level courses of teacher education programs of India’s Chandigarh region. A codebook was developed on the basis of UNESCO’s Teaching and Learning for a Sustainable Future (TLSF) program for the analysis. The findings of the research identified how and to what extent the indicators of ESD were addressed through broader categories of knowledge, skills and values. The research joins larger conversation of reorienting the teacher education programs particularly through the lens of cultural sustainability to achieve a sustainable future.","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":"44890928","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}
Abstract While many studies explain the contributions of economics and environmental protection to social sustainability, and discuss how to achieve sustainable development (SD) through education, less is known about change processes in order to ensure the sustainable development at school. The authors emphasize that as active members of the school community, students should get involved in the school transformation processes. However, is a contemporary school ready for this? The study aims at answering the following questions: How are students as active participants of educational relationship involved in the change processes and how should their involvement be managed seeking sustainability by examining the education institution located in Lithuania? The findings demonstrate that the process of the student involvement in the school transformation process has been explored applying the qualitative approach strategies (integrated theoretical model for change management and case study) from two points of view: theoretical (by analyzing the documents governing the school transformation process) and practical (by analyzing the reflections of the school principal’s in-depth interview concerning the student involvement in school transformation processes).
{"title":"Students’ Participation in Search for Sustainability: A Case Study from Lithuania","authors":"Asta Valackienė, B. Kairienė","doi":"10.2478/jtes-2019-0017","DOIUrl":"https://doi.org/10.2478/jtes-2019-0017","url":null,"abstract":"Abstract While many studies explain the contributions of economics and environmental protection to social sustainability, and discuss how to achieve sustainable development (SD) through education, less is known about change processes in order to ensure the sustainable development at school. The authors emphasize that as active members of the school community, students should get involved in the school transformation processes. However, is a contemporary school ready for this? The study aims at answering the following questions: How are students as active participants of educational relationship involved in the change processes and how should their involvement be managed seeking sustainability by examining the education institution located in Lithuania? The findings demonstrate that the process of the student involvement in the school transformation process has been explored applying the qualitative approach strategies (integrated theoretical model for change management and case study) from two points of view: theoretical (by analyzing the documents governing the school transformation process) and practical (by analyzing the reflections of the school principal’s in-depth interview concerning the student involvement in school transformation processes).","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":"42837619","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}
Abstract In medical education and preclinical, clinical and transdisciplinary studies, tutors should be able to perform and offer qualitative study courses with more articulated perspective on higher educational sustainable development in higher education. Digital images have found their direct way to education in different medical areas. The aims of the study are to assess and verify the impact of cross-sectional images on the study process of Human Anatomy. In 2018, two randomly selected groups of 200 students from 2nd study year, Faculty of Medicine (Rīga Stradiņš University) were asked by tutors to identify several anatomical structures, using a three-dimensional virtual dissection table “Anatomage”. Group I analyzed cross-sectional images after cutting and segmentation of human body with interactive tools. Group II studied X-ray pictures, computerized tomography scans and magnetic resonance images of different regions and systems. The present paper focuses on the rate of cross-sectional image effectiveness in both groups. Analyzed detailed images represent their role in teaching and learning of Human Anatomy. Interpretation of these medical images will require very deep anatomical knowledge from basic studies until clinical courses.
{"title":"Detailed Images for Sustainability Development in Cross-Sectional Human Anatomy","authors":"Dzintra Kažoka, M. Pilmane","doi":"10.2478/jtes-2019-0015","DOIUrl":"https://doi.org/10.2478/jtes-2019-0015","url":null,"abstract":"Abstract In medical education and preclinical, clinical and transdisciplinary studies, tutors should be able to perform and offer qualitative study courses with more articulated perspective on higher educational sustainable development in higher education. Digital images have found their direct way to education in different medical areas. The aims of the study are to assess and verify the impact of cross-sectional images on the study process of Human Anatomy. In 2018, two randomly selected groups of 200 students from 2nd study year, Faculty of Medicine (Rīga Stradiņš University) were asked by tutors to identify several anatomical structures, using a three-dimensional virtual dissection table “Anatomage”. Group I analyzed cross-sectional images after cutting and segmentation of human body with interactive tools. Group II studied X-ray pictures, computerized tomography scans and magnetic resonance images of different regions and systems. The present paper focuses on the rate of cross-sectional image effectiveness in both groups. Analyzed detailed images represent their role in teaching and learning of Human Anatomy. Interpretation of these medical images will require very deep anatomical knowledge from basic studies until clinical courses.","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":"43615430","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}
Ilga Salīte, Ilona Fjodorova, Hussein Meihami, O. Ivanova, D. Iliško, J. Gholami
{"title":"JTES Approaches to Sustainability: Current Practices and New Perspectives for a More Sustainable World","authors":"Ilga Salīte, Ilona Fjodorova, Hussein Meihami, O. Ivanova, D. Iliško, J. Gholami","doi":"10.2478/jtes-2019-0012","DOIUrl":"https://doi.org/10.2478/jtes-2019-0012","url":null,"abstract":"","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":"43946318","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}
Abstract The problem of the current research lies in the need to integrate some requirements of the sustainable development (SD) in secondary school chemistry curriculum. The research specifically seeks to answer the following question: What “requirements of sustainable development” should be taught in the secondary school chemistry curriculum in Egypt? To that end, the researcher analyzed the content of chemistry curricula in the three grades of secondary education in Egypt for the school year 2017–2018, and prepared a list of 57 SD requirements. It should be noted that fifteen requirements of sustainable development at the second-grade secondary stage were distributed into five units; the third unit included one requirement; the fourth unit comprised four requirements; and the fifth unit – one requirement. Regarding curriculum at the third-grade secondary stage, 17 requirements of sustainable development were integrated and distributed along five units.
{"title":"Integrating Sustainable Development Requirements into the Secondary Stage Chemistry Curriculum in Egypt","authors":"S. Selim","doi":"10.2478/jtes-2019-0022","DOIUrl":"https://doi.org/10.2478/jtes-2019-0022","url":null,"abstract":"Abstract The problem of the current research lies in the need to integrate some requirements of the sustainable development (SD) in secondary school chemistry curriculum. The research specifically seeks to answer the following question: What “requirements of sustainable development” should be taught in the secondary school chemistry curriculum in Egypt? To that end, the researcher analyzed the content of chemistry curricula in the three grades of secondary education in Egypt for the school year 2017–2018, and prepared a list of 57 SD requirements. It should be noted that fifteen requirements of sustainable development at the second-grade secondary stage were distributed into five units; the third unit included one requirement; the fourth unit comprised four requirements; and the fifth unit – one requirement. Regarding curriculum at the third-grade secondary stage, 17 requirements of sustainable development were integrated and distributed along five units.","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":"48567044","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}
Ilga Salīte, Ilona Fjodorova, D. Iliško, J. Gholami, O. Ivanova, Hussein Meihami
{"title":"Editorial","authors":"Ilga Salīte, Ilona Fjodorova, D. Iliško, J. Gholami, O. Ivanova, Hussein Meihami","doi":"10.2478/jtes-2019-0001","DOIUrl":"https://doi.org/10.2478/jtes-2019-0001","url":null,"abstract":"","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42503880","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}
Abstract The New Ecological Paradigm (NEP) scale is a survey-based metric devised to measure the environmental concerns of groups of people through using a standard survey instrument. This is the first research to measure how in-service teachers perceive the NEP scale in Kosovo. The aim of the current study was to assess the concerns of teachers in Kosovo about environment in the age of Anthropocene by supporting anthropocentric or eco-centric views through using NEP scale as a standardized instrument. Thus, the research was an attempt to investigate how teachers perceived changes in the environment and how much they agreed with the 15 NEP statements. This study followed a quantitative methodology, employing a questionnaire to secure socio-economic data about the teachers, the information sources that they used for environmental information, their perceptions about changes in the environment in the past decade, expectations for the next decade, and the support of the NEP’s statements. A total number of 88 primary school teachers (teaching grades 1–5) participated in this study who came from three most populated regions of Kosovo. The teachers responded to the questionnaire based on their teaching experience, sources of environmental information which they used, their perceptions and expectations in the environmental changes, and their attitudes toward the NEP statements. The results of the research showed that teachers’ concerns about environmental developments were mostly consistent with the views of the NEP scale or pro-ecological worldviews. The survey results provided a positive indication that Kosovar teachers sought to offer a new eco-centric worldview for the next generation, instead of the anthropocentric one in which they had been living.
{"title":"Pro-ecological Views of Kosovar Teachers Measured by Endorsement of the New Ecological Paradigm Statements","authors":"Veselaj Zeqir, M. Behxhet, Krasniqi Zenel","doi":"10.2478/jtes-2019-0007","DOIUrl":"https://doi.org/10.2478/jtes-2019-0007","url":null,"abstract":"Abstract The New Ecological Paradigm (NEP) scale is a survey-based metric devised to measure the environmental concerns of groups of people through using a standard survey instrument. This is the first research to measure how in-service teachers perceive the NEP scale in Kosovo. The aim of the current study was to assess the concerns of teachers in Kosovo about environment in the age of Anthropocene by supporting anthropocentric or eco-centric views through using NEP scale as a standardized instrument. Thus, the research was an attempt to investigate how teachers perceived changes in the environment and how much they agreed with the 15 NEP statements. This study followed a quantitative methodology, employing a questionnaire to secure socio-economic data about the teachers, the information sources that they used for environmental information, their perceptions about changes in the environment in the past decade, expectations for the next decade, and the support of the NEP’s statements. A total number of 88 primary school teachers (teaching grades 1–5) participated in this study who came from three most populated regions of Kosovo. The teachers responded to the questionnaire based on their teaching experience, sources of environmental information which they used, their perceptions and expectations in the environmental changes, and their attitudes toward the NEP statements. The results of the research showed that teachers’ concerns about environmental developments were mostly consistent with the views of the NEP scale or pro-ecological worldviews. The survey results provided a positive indication that Kosovar teachers sought to offer a new eco-centric worldview for the next generation, instead of the anthropocentric one in which they had been living.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43567092","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}
Abstract The children’s trust determines the relationship between various nuanced emotions and the general attitude towards themselves and the world. Children left without parental care are already subjected to negative experience from childhood, which creates a basic mistrust in people and the world. They have experienced psychological trauma, and often not only one. The authors consider this issue to be topical since children who are left without parental care lose their foundation of trust, and they do not develop productive relationships with their fellow human beings and are unhappy because these children have lost confidence during their life experience. Children who are left without parental care often have to change their living conditions from crisis centres and boarding schools to orphanages and, at best, they are immediately placed in a foster home. These children live in fear because experience shows that they often have to separate from the person they trusted, which has a persistent impact on the child in the process of acquiring a sustainable life experience. Trust builds on the quality of past life experience, relationships with relatives, other adults, friends, foster family, and other stakeholders. Trust is very important. It is very difficult to create deep trust, but very easy to break its fundamental basis. For children who are left without parental care, trust means the belief that the world and people are predominantly good, and the belief that they are good for this world. For the action research, the authors chose a target sample of respondents that interacted with the research, action, and evaluation and comparison of the results obtained in order to find out how the phenomena of trust affected the acquisition of future life experience by children left without parental care.
{"title":"Trust in the Acquisition of Life Experience of Children Left without Parental Care","authors":"M. Gorina, Ņina Šukste","doi":"10.2478/jtes-2019-0006","DOIUrl":"https://doi.org/10.2478/jtes-2019-0006","url":null,"abstract":"Abstract The children’s trust determines the relationship between various nuanced emotions and the general attitude towards themselves and the world. Children left without parental care are already subjected to negative experience from childhood, which creates a basic mistrust in people and the world. They have experienced psychological trauma, and often not only one. The authors consider this issue to be topical since children who are left without parental care lose their foundation of trust, and they do not develop productive relationships with their fellow human beings and are unhappy because these children have lost confidence during their life experience. Children who are left without parental care often have to change their living conditions from crisis centres and boarding schools to orphanages and, at best, they are immediately placed in a foster home. These children live in fear because experience shows that they often have to separate from the person they trusted, which has a persistent impact on the child in the process of acquiring a sustainable life experience. Trust builds on the quality of past life experience, relationships with relatives, other adults, friends, foster family, and other stakeholders. Trust is very important. It is very difficult to create deep trust, but very easy to break its fundamental basis. For children who are left without parental care, trust means the belief that the world and people are predominantly good, and the belief that they are good for this world. For the action research, the authors chose a target sample of respondents that interacted with the research, action, and evaluation and comparison of the results obtained in order to find out how the phenomena of trust affected the acquisition of future life experience by children left without parental care.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69226807","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}
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