Abstract It is important to be able to make better informed decisions about issues such as sustainability and climate change that have both personal and global impact as early as possible in life. Primary teachers have a significant role in supporting students’ learning and understanding of these concepts. One important teaching skill that needs to be improved for understand sustainable development is the creation of meaningful generalizations, including models. Therefore, the learning experiences of pre-service primary teachers (N = 28) in regard to modelling was our focus. The results of our case study indicated concrete and visual modes as most common in student teachers’ experiences and understandings of modelling. The symbolic mode is less in evidence and an understanding of gestural and verbal models is rather unambiguous. Thus, we see a need and the potential to improve teaching and learning experiences in teacher education about the modelling of complex concepts.
{"title":"Reflection of Concept Modelling on Student Teachers’ Learning Experiences From a Primary Education Perspective","authors":"I. Timoštšuk, N. Lumi","doi":"10.2478/jtes-2022-0009","DOIUrl":"https://doi.org/10.2478/jtes-2022-0009","url":null,"abstract":"Abstract It is important to be able to make better informed decisions about issues such as sustainability and climate change that have both personal and global impact as early as possible in life. Primary teachers have a significant role in supporting students’ learning and understanding of these concepts. One important teaching skill that needs to be improved for understand sustainable development is the creation of meaningful generalizations, including models. Therefore, the learning experiences of pre-service primary teachers (N = 28) in regard to modelling was our focus. The results of our case study indicated concrete and visual modes as most common in student teachers’ experiences and understandings of modelling. The symbolic mode is less in evidence and an understanding of gestural and verbal models is rather unambiguous. Thus, we see a need and the potential to improve teaching and learning experiences in teacher education about the modelling of complex concepts.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48636984","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 this article, the author analyzes environmental pedagogy in the Norwegian curricula for environmental and sustainability education from 1997 to 2020. The author investigates how climate-striking youth evaluate the outgoing curricula through a survey in which 88 respondents participated. The survey reveals that young climate activists demand a more action-oriented education that emphasizes political change. The author discusses the findings against the background of radical eco-pedagogy and the works of Richard Kahn, Chet Bower, and David Orr and concludes that the youth striking against climate change is practicing the curriculum they are asking for and that schools should welcome the strikes.
{"title":"Climate Strikes and Curricula: Insights from Norway","authors":"TomSverre Tomren","doi":"10.2478/jtes-2022-0008","DOIUrl":"https://doi.org/10.2478/jtes-2022-0008","url":null,"abstract":"Abstract In this article, the author analyzes environmental pedagogy in the Norwegian curricula for environmental and sustainability education from 1997 to 2020. The author investigates how climate-striking youth evaluate the outgoing curricula through a survey in which 88 respondents participated. The survey reveals that young climate activists demand a more action-oriented education that emphasizes political change. The author discusses the findings against the background of radical eco-pedagogy and the works of Richard Kahn, Chet Bower, and David Orr and concludes that the youth striking against climate change is practicing the curriculum they are asking for and that schools should welcome the strikes.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42811079","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}
Barbara Galleli Dias, Raquel Teodoro Onevetch, Joyce Aparecida Ramos dos Santos, Gabriele Lopes
Abstract This research aims to answer the following question: How to advance in the development of competences aimed at the Sustainable Development Goals (SDGs) in business administration education? An exploratory literature review was conducted to discuss human competences for the SDGs and to propose advances for their conception and development in undergraduate courses in Business Management. The discussion was based on the guidelines established by the main body engaged in the cause, UNESCO. Education for sustainable development (ESD) guided the proposal of this study for the operationalization of competences for the SDGs, organized into: i) information used in the development of competences for the SDGs; ii) how competences should be defined; iii) competency based ESD content; iv) expected results from the operationalization of competences and v) who is involved in the process.
{"title":"Competences for Sustainable Development Goals: The Challenge in Business Administration Education","authors":"Barbara Galleli Dias, Raquel Teodoro Onevetch, Joyce Aparecida Ramos dos Santos, Gabriele Lopes","doi":"10.2478/jtes-2022-0006","DOIUrl":"https://doi.org/10.2478/jtes-2022-0006","url":null,"abstract":"Abstract This research aims to answer the following question: How to advance in the development of competences aimed at the Sustainable Development Goals (SDGs) in business administration education? An exploratory literature review was conducted to discuss human competences for the SDGs and to propose advances for their conception and development in undergraduate courses in Business Management. The discussion was based on the guidelines established by the main body engaged in the cause, UNESCO. Education for sustainable development (ESD) guided the proposal of this study for the operationalization of competences for the SDGs, organized into: i) information used in the development of competences for the SDGs; ii) how competences should be defined; iii) competency based ESD content; iv) expected results from the operationalization of competences and v) who is involved in the process.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46218329","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}
{"title":"When Our Will is Big, the Obstacles are Small!","authors":"Ilga Salīte, Ilona Fjodorova, O. Ivanova","doi":"10.2478/jtes-2022-0001","DOIUrl":"https://doi.org/10.2478/jtes-2022-0001","url":null,"abstract":"","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42141443","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}
P. Vázquez-Villegas, M. Ruiz-Cantisani, P. Caratozzolo, Vianney Lara-Prieto, Roberto Ponce‐Lopez, Mariajulia Martínez-Acosta, Anthony Torres, V. Sriraman, Araceli Martínez-Ortiz, Jorge Membrillo-Hernández
Abstract The world’s cultural heritage (customs, practices, places, objects, artistic expressions, and values that signify a legacy of the history of humanity) provides identity to communities. In Mexico, the case of the World Heritage City of Xochimilco involves a sustainable agroecological system designed by its ancient inhabitants more than 500 years ago. Currently, the biodiversity and the chinampas (floating agricultural gardens) are at risk due to inconsistent government oversight and the lack of incentives for communities to carry on with the culture of agricultural production on Lake Xochimilco. Through a Challenge-Based Learning, a culturally relevant academic experience for university students was designed to involve them in preserving biodiversity while developing research and problem-solving skills. Satisfaction surveys and course evaluations indicated that this didactic methodology encouraged students to consider their connection to social justice issues and prompted them to expand their knowledge in their different disciplines. Socially-oriented experiential learning is an effective pedagogy that fosters a sense of social responsibility in students.
{"title":"Preserving World Cultural Heritage: Social Justice and Sustainability Competencies via Socially-Oriented Interdisciplinary Education","authors":"P. Vázquez-Villegas, M. Ruiz-Cantisani, P. Caratozzolo, Vianney Lara-Prieto, Roberto Ponce‐Lopez, Mariajulia Martínez-Acosta, Anthony Torres, V. Sriraman, Araceli Martínez-Ortiz, Jorge Membrillo-Hernández","doi":"10.2478/jtes-2022-0005","DOIUrl":"https://doi.org/10.2478/jtes-2022-0005","url":null,"abstract":"Abstract The world’s cultural heritage (customs, practices, places, objects, artistic expressions, and values that signify a legacy of the history of humanity) provides identity to communities. In Mexico, the case of the World Heritage City of Xochimilco involves a sustainable agroecological system designed by its ancient inhabitants more than 500 years ago. Currently, the biodiversity and the chinampas (floating agricultural gardens) are at risk due to inconsistent government oversight and the lack of incentives for communities to carry on with the culture of agricultural production on Lake Xochimilco. Through a Challenge-Based Learning, a culturally relevant academic experience for university students was designed to involve them in preserving biodiversity while developing research and problem-solving skills. Satisfaction surveys and course evaluations indicated that this didactic methodology encouraged students to consider their connection to social justice issues and prompted them to expand their knowledge in their different disciplines. Socially-oriented experiential learning is an effective pedagogy that fosters a sense of social responsibility in students.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69226956","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}
Pub Date : 2022-01-01DOI: 10.1007/978-981-16-9464-6
F. Noguchi
{"title":"Rethinking Education for Sustainable Development in a Local Community Context","authors":"F. Noguchi","doi":"10.1007/978-981-16-9464-6","DOIUrl":"https://doi.org/10.1007/978-981-16-9464-6","url":null,"abstract":"","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88996200","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}
Pub Date : 2022-01-01DOI: 10.1007/978-981-19-2072-1
{"title":"Recognizing Green Skills Through Non-formal Learning","authors":"","doi":"10.1007/978-981-19-2072-1","DOIUrl":"https://doi.org/10.1007/978-981-19-2072-1","url":null,"abstract":"","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73299604","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 aim of the large-scale research entitled “Exploring Documentary Heritage for Building Synergies between Research and Society” is to investigate previously unexplored aspects of the documentary heritage, including the part of the legacy that has previously been subject to censorship and has therefore not been studied in depth. In order for these layers and stories to reach the public, it should initially be informed of the existence of such information, which, in turn, could create awareness and encourage action. As part of the large-scale research, the present article, using an eye tracking tool, reveals how target groups search for information on the Internet. The usability test indicates that respondents do not go to a specific information resource to search for specific information, but search is primarily started using one of the Internet search engines. The main conclusion is that, in order to ensure the availability of reliable high-quality information to the public, which is one of the key conditions for sustainable development, databases of the National Library of Latvia (NLL) should be designed in such a way that Google search engine can easily index the information contained in them.
{"title":"The Information Search Habits Investigated by an Eye Tracking Technique: How to Manage the Documentary Heritage of the National Library of Latvia","authors":"Oskars Java","doi":"10.2478/jtes-2021-0017","DOIUrl":"https://doi.org/10.2478/jtes-2021-0017","url":null,"abstract":"Abstract The aim of the large-scale research entitled “Exploring Documentary Heritage for Building Synergies between Research and Society” is to investigate previously unexplored aspects of the documentary heritage, including the part of the legacy that has previously been subject to censorship and has therefore not been studied in depth. In order for these layers and stories to reach the public, it should initially be informed of the existence of such information, which, in turn, could create awareness and encourage action. As part of the large-scale research, the present article, using an eye tracking tool, reveals how target groups search for information on the Internet. The usability test indicates that respondents do not go to a specific information resource to search for specific information, but search is primarily started using one of the Internet search engines. The main conclusion is that, in order to ensure the availability of reliable high-quality information to the public, which is one of the key conditions for sustainable development, databases of the National Library of Latvia (NLL) should be designed in such a way that Google search engine can easily index the information contained in them.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46125135","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 recent years, sustainability has been increasingly recognized within the early childhood education and care (ECEC) context. Early childhood educators’ capacities to design meaningful learning opportunities for young children have been underlined. The article reports on a study of student teachers’ learning during a project about multimodal storytelling and sustainability in ECEC teacher education. The study explores how multi-modal storytelling might contribute to the capacity to conduct education for sustainability in the context of ECEC. The participants were first-year student teachers at a Finnish university. The results show that multimodal storytelling can contribute to addressing challenging issues linked to sustainability through holistic learning processes. Hereby, multimodal storytelling opens for the exploration of existential issues and complex aspects of sustainability education. It contributes to the reflection and discussion of values, knowledge and skills that are vital for the capacity to conduct sustainability education in the early childhood.
{"title":"Promoting Sustainability Through Multimodal Storytelling","authors":"Anna Furu, H. Kaihovirta, Suzanne Ekholm","doi":"10.2478/jtes-2021-0014","DOIUrl":"https://doi.org/10.2478/jtes-2021-0014","url":null,"abstract":"Abstract In recent years, sustainability has been increasingly recognized within the early childhood education and care (ECEC) context. Early childhood educators’ capacities to design meaningful learning opportunities for young children have been underlined. The article reports on a study of student teachers’ learning during a project about multimodal storytelling and sustainability in ECEC teacher education. The study explores how multi-modal storytelling might contribute to the capacity to conduct education for sustainability in the context of ECEC. The participants were first-year student teachers at a Finnish university. The results show that multimodal storytelling can contribute to addressing challenging issues linked to sustainability through holistic learning processes. Hereby, multimodal storytelling opens for the exploration of existential issues and complex aspects of sustainability education. It contributes to the reflection and discussion of values, knowledge and skills that are vital for the capacity to conduct sustainability education in the early childhood.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48408070","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 Doctoral students’ professional identity in higher education institutions is a relevant field of research in the context of education for sustainable development. Higher education institutions face the following challenge: it is very important for the Doctoral students to develop the skills of the researcher during their studies; however, the competencies of the teacher are crucial in order to become part of the higher education institution. Thus, sustainable development of teacher’s professional identity of Doctoral students plays a meaningful role in retaining gifted young scientists at higher education institutions. The article analyzes the psychological, social and academic environmental factors that are important for identification of the teacher’s professional role during Doctoral studies. The sample of the study consisted of 494 Doctoral students from 22 higher education institutions in Lithuania. The study was conducted using Teachers’ Professional Role Identity Scale, Big Five Inventory, Social Support Questionnaire and two scales compiled to measure academic environmental factors. The results revealed that Doctoral students’ external thinking style, personality traits of extraversion and conscientiousness, perceived support of family and friends, material conditions for internships and conferences and other academic environment factors are significant for Doctoral students’ identification with the teacher’s professional role. These results have practical application for Doctoral students’ satisfaction with studies, productivity and career management. This is important for the seeking sustainable development goals of higher education.
{"title":"Doctoral Students as Future Teachers at Universities: Factors Related to Professional Identity","authors":"Kristina Kovalčikienė, Loreta Bukšnytė-Marmienė","doi":"10.2478/jtes-2021-0016","DOIUrl":"https://doi.org/10.2478/jtes-2021-0016","url":null,"abstract":"Abstract Doctoral students’ professional identity in higher education institutions is a relevant field of research in the context of education for sustainable development. Higher education institutions face the following challenge: it is very important for the Doctoral students to develop the skills of the researcher during their studies; however, the competencies of the teacher are crucial in order to become part of the higher education institution. Thus, sustainable development of teacher’s professional identity of Doctoral students plays a meaningful role in retaining gifted young scientists at higher education institutions. The article analyzes the psychological, social and academic environmental factors that are important for identification of the teacher’s professional role during Doctoral studies. The sample of the study consisted of 494 Doctoral students from 22 higher education institutions in Lithuania. The study was conducted using Teachers’ Professional Role Identity Scale, Big Five Inventory, Social Support Questionnaire and two scales compiled to measure academic environmental factors. The results revealed that Doctoral students’ external thinking style, personality traits of extraversion and conscientiousness, perceived support of family and friends, material conditions for internships and conferences and other academic environment factors are significant for Doctoral students’ identification with the teacher’s professional role. These results have practical application for Doctoral students’ satisfaction with studies, productivity and career management. This is important for the seeking sustainable development goals of higher education.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47626974","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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