Abstract It can be observed that changing attitude towards the environment and fellow human beings manifests itself as a socially unsustainable relationship, which in different ways and at different levels manifests itself in social exclusion. Social exclusion is increasingly emerging as a phenomenon that is complex in nature and its solutions must be sought in the wicked problem approach, which is characteristic of complex problems and has significant ontological roots. At present, ontology should consider the much more complicated problem of what types of being are formed by both the natural and the cultural evolutionary processes. It can be argued that evolutionary ontology attempts to create a new image of the world and of humans – a new non-anthropocentric cosmology, i.e., a consistently philosophical culturological cosmology that takes into account reality in its real structure as a conflict between the spontaneous activity of nature and the socio-cultural activity of humans (Šmajs, 2008, p. 96). The reasons for social exclusion can be different, and its specific manifestations are various, and the same can be said about the phenomenon of social inclusion, which is the expression of the quality of other relationships and attitudes. Externally observable signs of social exclusion are more closely related to the concept of families at risk. A social risk family can be defined as a family that experiences difficult problems and has limited opportunities to provide favorable living conditions for the comprehensive development of all family members. More and more often it is associated with unsustainable cultural or non-cultural contexts, mainly related to non-ecological culture prosperity in the consumer society. It can be noted that this context in its current form (which includes manufacturing, consumption, material culture, and technology, and both the social, intellectual, and material life of humans) is quite anti-natural oriented in its principle. Unfortunately, the aggressive anti-natural sociocultural strategy permeated also the field of human upbringing and education (Šmajs, 2008, p. 194). At the beginning of the 21st century, it has emerged as the Anthropocene era in a broader sense, in which the geological characterization of the era is complemented by the characterization of the sustainability of public relations in a broader holistic perspective. The aim of the article is to consider a number of real cases in a broader perspective from the point of view of foster family pedagogy, identify the choice of foster care approaches and evaluate the results obtained. From the perspective of foster family pedagogy, foster parents and foster children are participants in the lifelong learning process, where the mutual influence and interaction of foster parents and foster children are studied. The authors evaluated real situations from the perspective of foster family pedagogy and children’s involvement in the family structure. The article al
可以观察到，对环境和人类同胞态度的变化表现为一种社会不可持续的关系，这种关系以不同的方式和不同的层次表现为社会排斥。社会排斥正日益成为一种复杂的现象，它的解决必须在邪恶问题方法中寻求，这是复杂问题的特征，具有重要的本体论根源。目前，本体论应该考虑更复杂的问题，即在自然和文化进化过程中形成了什么类型的存在。可以说，进化本体论试图创造一种世界和人类的新形象——一种新的非人类中心主义宇宙论，即一种一贯的哲学文化宇宙论，它将现实的真实结构视为自然自发活动与人类社会文化活动之间的冲突(Šmajs, 2008, p. 96)。社会排斥的原因可以不同，其具体表现形式也多种多样，社会包容现象也是如此，它是其他关系和态度质量的表达。外部可观察到的社会排斥迹象与处于危险中的家庭的概念更为密切相关。社会风险家庭可以定义为遇到困难的问题，并且为所有家庭成员的全面发展提供良好生活条件的机会有限的家庭。它越来越多地与不可持续的文化或非文化背景联系在一起，主要与消费社会的非生态文化繁荣有关。值得注意的是，当前形式的这种背景(包括制造、消费、物质文化和技术，以及人类的社会、智力和物质生活)在原则上是相当反自然的。不幸的是，激进的反自然的社会文化策略也渗透到人类养育和教育领域(Šmajs, 2008, p. 194)。21世纪初，出现了更广泛意义上的人类世(Anthropocene)时代，在更广泛的整体视角下，这个时代的地质学特征与公共关系可持续性特征相辅相成。本文的目的是从寄养家庭教育学的角度出发，从更广阔的视角来考虑一些真实的案例，确定寄养方法的选择，并评估所获得的结果。从寄养家庭教育学的角度来看，寄养父母和寄养儿童是终身学习过程的参与者，研究寄养父母和寄养儿童之间的相互影响和互动。作者从寄养家庭教育学和儿童参与家庭结构的角度对真实情况进行了评估。文章还探讨了寄养家庭的影响及其克服人类世不可持续性影响的准备。
{"title":"Foster Parents’ Readiness for the Implementation of Foster Family Pedagogy","authors":"M. Gorina, O. Ivanova, Mārīte Kravale-Pauliņa","doi":"10.2478/jtes-2020-0014","DOIUrl":"https://doi.org/10.2478/jtes-2020-0014","url":null,"abstract":"Abstract It can be observed that changing attitude towards the environment and fellow human beings manifests itself as a socially unsustainable relationship, which in different ways and at different levels manifests itself in social exclusion. Social exclusion is increasingly emerging as a phenomenon that is complex in nature and its solutions must be sought in the wicked problem approach, which is characteristic of complex problems and has significant ontological roots. At present, ontology should consider the much more complicated problem of what types of being are formed by both the natural and the cultural evolutionary processes. It can be argued that evolutionary ontology attempts to create a new image of the world and of humans – a new non-anthropocentric cosmology, i.e., a consistently philosophical culturological cosmology that takes into account reality in its real structure as a conflict between the spontaneous activity of nature and the socio-cultural activity of humans (Šmajs, 2008, p. 96). The reasons for social exclusion can be different, and its specific manifestations are various, and the same can be said about the phenomenon of social inclusion, which is the expression of the quality of other relationships and attitudes. Externally observable signs of social exclusion are more closely related to the concept of families at risk. A social risk family can be defined as a family that experiences difficult problems and has limited opportunities to provide favorable living conditions for the comprehensive development of all family members. More and more often it is associated with unsustainable cultural or non-cultural contexts, mainly related to non-ecological culture prosperity in the consumer society. It can be noted that this context in its current form (which includes manufacturing, consumption, material culture, and technology, and both the social, intellectual, and material life of humans) is quite anti-natural oriented in its principle. Unfortunately, the aggressive anti-natural sociocultural strategy permeated also the field of human upbringing and education (Šmajs, 2008, p. 194). At the beginning of the 21st century, it has emerged as the Anthropocene era in a broader sense, in which the geological characterization of the era is complemented by the characterization of the sustainability of public relations in a broader holistic perspective. The aim of the article is to consider a number of real cases in a broader perspective from the point of view of foster family pedagogy, identify the choice of foster care approaches and evaluate the results obtained. From the perspective of foster family pedagogy, foster parents and foster children are participants in the lifelong learning process, where the mutual influence and interaction of foster parents and foster children are studied. The authors evaluated real situations from the perspective of foster family pedagogy and children’s involvement in the family structure. The article al","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48650100","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 Sustainability is related to diverse relationships that exist in the world as well as to the attitudes evolving in a person’s diverse life activities, including education and work. In the sustainable employability model, there is a pedagogical idea of experience and self-identity and individual values revealing the level of personal sustainability. The present study explores vocational education students’ personal sustainability as a predictor to sustainable employability in the future. The study involved 151 vocational education students’ self-assessment of valuable (sustainable) personal characteristics, their attitude to being honest, helpful and responsible. The results have shown that the most valuable self-characteristics are being good tempered, helpful and kind. Students’ attitudes to being responsible and honest change during school years – 1st and 2nd year students do not consider them important values but senior students acknowledge them. It means that their lived experiences have promoted personal sustainability development ensuring more sustainable employability in the future.
{"title":"Personal Sustainability and Sustainable Employability: Perspective of Vocational Education Students","authors":"Liene Briede, Elga Drelinga","doi":"10.2478/jtes-2020-0015","DOIUrl":"https://doi.org/10.2478/jtes-2020-0015","url":null,"abstract":"Abstract Sustainability is related to diverse relationships that exist in the world as well as to the attitudes evolving in a person’s diverse life activities, including education and work. In the sustainable employability model, there is a pedagogical idea of experience and self-identity and individual values revealing the level of personal sustainability. The present study explores vocational education students’ personal sustainability as a predictor to sustainable employability in the future. The study involved 151 vocational education students’ self-assessment of valuable (sustainable) personal characteristics, their attitude to being honest, helpful and responsible. The results have shown that the most valuable self-characteristics are being good tempered, helpful and kind. Students’ attitudes to being responsible and honest change during school years – 1st and 2nd year students do not consider them important values but senior students acknowledge them. It means that their lived experiences have promoted personal sustainability development ensuring more sustainable employability in the future.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44505252","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 2030 Agenda for Sustainable Development promotes with the Sustainable Development Goal 4 a quality education for all and aims to ensure equal access to all levels of education and vocational training for vulnerable groups, such as Indigenous Peoples. However, most education systems are not yet in a position to embrace a culturally appropriate way of teaching children and youth of their Indigenous communities. The #IndigenousESD research creates a voice for relevant education stakeholder groups, including Indigenous Elders/leaders, ministry officials, parents, students, and teachers from communities with Indigenous students on their perceptions of quality education. Based on a participatory research approach developed together with Indigenous communities and researchers from around the world, dialogues held in 54 research settings in 26 countries show a focus on the acquisition of twenty-first century competencies for learners amongst the most important aspects of a quality education. For this article, the authors focused on knowledge, attitudes and skills, providing recommendations for policy makers in education to better address the needs and priorities of Indigenous communities. Findings from the research indicate that teaching twenty-first century competencies are at the center of concern in all stakeholder groups, yet want these competencies taught in a context to which Indigenous students can readily relate. Adjusting the pedagogy of delivering these common competencies in the classroom could be an important step towards a feasible and affordable path within existing education systems to better serve Indigenous students and all learners.
{"title":"Learnings from the #IndigenousESD Global Research: Twenty-First Century Competencies for All Learners","authors":"K. Kohl, Charles A. Hopkins","doi":"10.2478/jtes-2020-0018","DOIUrl":"https://doi.org/10.2478/jtes-2020-0018","url":null,"abstract":"Abstract The 2030 Agenda for Sustainable Development promotes with the Sustainable Development Goal 4 a quality education for all and aims to ensure equal access to all levels of education and vocational training for vulnerable groups, such as Indigenous Peoples. However, most education systems are not yet in a position to embrace a culturally appropriate way of teaching children and youth of their Indigenous communities. The #IndigenousESD research creates a voice for relevant education stakeholder groups, including Indigenous Elders/leaders, ministry officials, parents, students, and teachers from communities with Indigenous students on their perceptions of quality education. Based on a participatory research approach developed together with Indigenous communities and researchers from around the world, dialogues held in 54 research settings in 26 countries show a focus on the acquisition of twenty-first century competencies for learners amongst the most important aspects of a quality education. For this article, the authors focused on knowledge, attitudes and skills, providing recommendations for policy makers in education to better address the needs and priorities of Indigenous communities. Findings from the research indicate that teaching twenty-first century competencies are at the center of concern in all stakeholder groups, yet want these competencies taught in a context to which Indigenous students can readily relate. Adjusting the pedagogy of delivering these common competencies in the classroom could be an important step towards a feasible and affordable path within existing education systems to better serve Indigenous students and all learners.","PeriodicalId":39400,"journal":{"name":"Journal of Teacher Education for Sustainability","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45255999","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}
William Nketsia, M. Opoku, Timo Saloviita, D. Tracey
Abstract In accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in the context of teacher education in Ghana. The specific objectives of this study were to determine the inclusive pedagogical practices, values, and knowledge that trainees acquire from the Diploma in Basic Education’s Special Education Needs (SEN) course, the adequacy of the course for preparing teachers to create inclusive classrooms and the challenges associated with the delivery of the SEN course. In this study, 167 final-year trainees and 13 teacher educators from Diploma in Basic Education Program in three colleges of education in Ghana were surveyed about their views on the SEN teacher preparation course. The study found out that the SEN course placed much emphasis on medical model view of SEN and only a minority of trainees acquired the requisite inclusive knowledge, values and pedagogical practices. The paper discusses key barriers to the development of inclusive knowledge, pedagogical practices and values among trainees as well as factors that can promote the effective training of inclusive teachers.
{"title":"Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development","authors":"William Nketsia, M. Opoku, Timo Saloviita, D. Tracey","doi":"10.2478/jtes-2020-0005","DOIUrl":"https://doi.org/10.2478/jtes-2020-0005","url":null,"abstract":"Abstract In accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in the context of teacher education in Ghana. The specific objectives of this study were to determine the inclusive pedagogical practices, values, and knowledge that trainees acquire from the Diploma in Basic Education’s Special Education Needs (SEN) course, the adequacy of the course for preparing teachers to create inclusive classrooms and the challenges associated with the delivery of the SEN course. In this study, 167 final-year trainees and 13 teacher educators from Diploma in Basic Education Program in three colleges of education in Ghana were surveyed about their views on the SEN teacher preparation course. The study found out that the SEN course placed much emphasis on medical model view of SEN and only a minority of trainees acquired the requisite inclusive knowledge, values and pedagogical practices. The paper discusses key barriers to the development of inclusive knowledge, pedagogical practices and values among trainees as well as factors that can promote the effective training of inclusive teachers.","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":"47689080","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 How to promote social emotional learning (SEL) at school depends largely on teachers. Mostly teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main aim of the paper is to present the conceptual model of sustainable integration of SEL into everyday teaching practices in every subject. This approach has been developed in the project ìLearning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systemsî. This initiative is based on the premise that the assessment of learning at school should go beyond grading studentsí knowledge and should include practices for observing young peopleís personal growth, social skills, attitudes and other general competences. The novelty of this conceptual approach is associated with integrating SEL standards, formative assessment and classroom instruction into a single sustainability-oriented model. The relationship between SEL standards (ISBE, 2003) and formative assessment strategies established by Wiliam (2011) is described, providing a detailed description of specific classroom activities. The objective of this approach is, therefore, towards building emotionally strong and flexible individuals who can deal with complex challenges through prosocial behavior that encourages human prospering and the attainment of the United Nationsí Sustainable Development Goals.
{"title":"Promoting Sustainable Social Emotional Learning at School through Relationship-Centered Learning Environment, Teaching Methods and Formative Assessment","authors":"Marco Ferreira, B. Martinsone, S. Talić","doi":"10.2478/jtes-2020-0003","DOIUrl":"https://doi.org/10.2478/jtes-2020-0003","url":null,"abstract":"Abstract How to promote social emotional learning (SEL) at school depends largely on teachers. Mostly teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main aim of the paper is to present the conceptual model of sustainable integration of SEL into everyday teaching practices in every subject. This approach has been developed in the project ìLearning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systemsî. This initiative is based on the premise that the assessment of learning at school should go beyond grading studentsí knowledge and should include practices for observing young peopleís personal growth, social skills, attitudes and other general competences. The novelty of this conceptual approach is associated with integrating SEL standards, formative assessment and classroom instruction into a single sustainability-oriented model. The relationship between SEL standards (ISBE, 2003) and formative assessment strategies established by Wiliam (2011) is described, providing a detailed description of specific classroom activities. The objective of this approach is, therefore, towards building emotionally strong and flexible individuals who can deal with complex challenges through prosocial behavior that encourages human prospering and the attainment of the United Nationsí Sustainable Development Goals.","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":"46434286","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 Teachers face dilemmas of different kinds in their everyday practice. It is therefore essential that teacher students become aware of the dilemmas they will face in their future profession. By integrating school practice in teacher education programs, students apply theoretical knowledge to classroom situations. In a project at a Swedish university campus, the students worked as teacher candidates one day a week at different primary schools during their first semester. The purposes were to make the teacher education at the campus sustainable by attracting more students, limiting the number of dropouts and improving the quality in the education. In the present study, it is of interest to identify the didactic dilemmas teacher students experience in classrooms with 6 to 12 year-olds. By analysing the students’ written reports, the results indicate that the students’ identified dilemmas relate to classroom management, the lesson content and the establishing of relationships with the children.
{"title":"Establishing Sustainable Teacher Education with Weekly School Practice - Identifying Teacher Students’ Experiences of Didactic Dilemmas in the Swedish Primary School Classroom","authors":"Stellan Sundh","doi":"10.2478/jtes-2020-0004","DOIUrl":"https://doi.org/10.2478/jtes-2020-0004","url":null,"abstract":"Abstract Teachers face dilemmas of different kinds in their everyday practice. It is therefore essential that teacher students become aware of the dilemmas they will face in their future profession. By integrating school practice in teacher education programs, students apply theoretical knowledge to classroom situations. In a project at a Swedish university campus, the students worked as teacher candidates one day a week at different primary schools during their first semester. The purposes were to make the teacher education at the campus sustainable by attracting more students, limiting the number of dropouts and improving the quality in the education. In the present study, it is of interest to identify the didactic dilemmas teacher students experience in classrooms with 6 to 12 year-olds. By analysing the students’ written reports, the results indicate that the students’ identified dilemmas relate to classroom management, the lesson content and the establishing of relationships with the children.","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":"48241434","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 study focused on construction waste reduction awareness as a step within Education for Sustainable Development (ESD) at the University of Nigeria, Nsukka. The method of collaborative action research was used with a questionnaire as an instrument. Data collected from 61 participants were analyzed using descriptive statistics (percentage, mean, and t-test) and multiple regressions. Results revealed that there were graduates of different degree levels and non-graduates working at the construction sites, where 4.9 % and 27.9 % had PhD and Master degrees, respectively. Improper material storage was agreed to be the main cause of construction waste, while the most effective reduction measure was applying source reduction through the calculated procurement. Multiple regressions revealed that awareness was significantly positively predicted by gender, qualification and status. However, both cause and reduction of construction waste were noted to be human related, thereby necessitating a campaign against construction waste at various sites, with the aim of raising motivated and inspired change agents.
{"title":"Construction Waste Reduction Awareness: Action Research","authors":"H. Omeje, G. K. Okereke, D. U. Chukwu","doi":"10.2478/jtes-2020-0006","DOIUrl":"https://doi.org/10.2478/jtes-2020-0006","url":null,"abstract":"Abstract The study focused on construction waste reduction awareness as a step within Education for Sustainable Development (ESD) at the University of Nigeria, Nsukka. The method of collaborative action research was used with a questionnaire as an instrument. Data collected from 61 participants were analyzed using descriptive statistics (percentage, mean, and t-test) and multiple regressions. Results revealed that there were graduates of different degree levels and non-graduates working at the construction sites, where 4.9 % and 27.9 % had PhD and Master degrees, respectively. Improper material storage was agreed to be the main cause of construction waste, while the most effective reduction measure was applying source reduction through the calculated procurement. Multiple regressions revealed that awareness was significantly positively predicted by gender, qualification and status. However, both cause and reduction of construction waste were noted to be human related, thereby necessitating a campaign against construction waste at various sites, with the aim of raising motivated and inspired change agents.","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":"48312075","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 Considering the importance of sustainable development (SD) in developing countries and lack of research on this topic among Iranian English teachers, this study aims at investigating the Iranian English teachers’ awareness and understanding of this concept and the effects of demographic features on their understanding. To this end, a researcher-made 48-item validated Questionnaire that consisted of eight scales was administered among 233 English teachers teaching at high schools, private language institutes, and universities. The data were analyzed through content analysis of the open-ended question and quantitative analysis of the Likert-scale items. One-way ANOVA was used to find out about the effects of gender, workplace, teaching experience, and academic degree on teachers’ understanding and awareness. The results revealed that although some teachers could not define the term, or provided a general or wrong definition of the term, more than half of the teachers rightly emphasized the economic aspect, protecting natural resources, and caring for present and future lives of people. It was also found that Iranian English teachers highly supported equity, appreciated and protected the nature, enjoyed diversity, asked for education for sustainable development, and led a frugal life. Finally, it was revealed that none of the demographic features influenced teachers’ awareness of SD, except for academic degree and workplace factor that affected three out of eight scales measuring SD. The study ends with several implications for materials developers, English teachers, and syllabus designers.
{"title":"Sustainable Development from the Viewpoint of Iranian English Teachers: Practicing what they do not Preach","authors":"Mansoor Ganji, Elnaz Kargar Arshadi, Sogand Mahbubzadeh","doi":"10.2478/jtes-2020-0011","DOIUrl":"https://doi.org/10.2478/jtes-2020-0011","url":null,"abstract":"Abstract Considering the importance of sustainable development (SD) in developing countries and lack of research on this topic among Iranian English teachers, this study aims at investigating the Iranian English teachers’ awareness and understanding of this concept and the effects of demographic features on their understanding. To this end, a researcher-made 48-item validated Questionnaire that consisted of eight scales was administered among 233 English teachers teaching at high schools, private language institutes, and universities. The data were analyzed through content analysis of the open-ended question and quantitative analysis of the Likert-scale items. One-way ANOVA was used to find out about the effects of gender, workplace, teaching experience, and academic degree on teachers’ understanding and awareness. The results revealed that although some teachers could not define the term, or provided a general or wrong definition of the term, more than half of the teachers rightly emphasized the economic aspect, protecting natural resources, and caring for present and future lives of people. It was also found that Iranian English teachers highly supported equity, appreciated and protected the nature, enjoyed diversity, asked for education for sustainable development, and led a frugal life. Finally, it was revealed that none of the demographic features influenced teachers’ awareness of SD, except for academic degree and workplace factor that affected three out of eight scales measuring SD. The study ends with several implications for materials developers, English teachers, and syllabus designers.","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":"47018906","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 purposes of this research were to study the current situation and to compare the consequences of the Child Development Centre teachers on classroom action research-based instruction. The sample was 81 teachers of the Child Development Centre of the Local Administrative Organisation, derived from multi-stage random sampling. The instruments were the semi-structured interview form, and the measurement form of learning management outcomes, which the validity was between 0.80-1.00 and reliability was 0.968. The data were analysed by percentage, mean, standard deviation, content analysis and independent t-test. The results showed that 1) most teachers conducted informal classroom research to solve children’s behaviour problems and to increase the development of children. They usually utilised their research than others, but still not much. 2) the consequences of the classroom action research-based instruction were significantly higher than the standard requirement instruction at the .05 level of significance. The outstanding results have been discussed.
{"title":"Classroom Action Research-based Instruction: The Sustainable Teacher Professional Development Strategy","authors":"Parinya Meesuk, B. Sramoon, Angwara Wongrugsa","doi":"10.2478/jtes-2020-0008","DOIUrl":"https://doi.org/10.2478/jtes-2020-0008","url":null,"abstract":"Abstract The purposes of this research were to study the current situation and to compare the consequences of the Child Development Centre teachers on classroom action research-based instruction. The sample was 81 teachers of the Child Development Centre of the Local Administrative Organisation, derived from multi-stage random sampling. The instruments were the semi-structured interview form, and the measurement form of learning management outcomes, which the validity was between 0.80-1.00 and reliability was 0.968. The data were analysed by percentage, mean, standard deviation, content analysis and independent t-test. The results showed that 1) most teachers conducted informal classroom research to solve children’s behaviour problems and to increase the development of children. They usually utilised their research than others, but still not much. 2) the consequences of the classroom action research-based instruction were significantly higher than the standard requirement instruction at the .05 level of significance. The outstanding results have been discussed.","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":"46259355","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 This study was aimed to investigate the inequality of opportunity of access to the higher education centers and to present a model of reducing inequality of opportunities and to administer justice and fairness in order to achieve a sustainable development among the 17 cities and towns of West Azerbaijan Province, Iran. This research was a descriptive-analytic and survey type of study in nature. The participants included 890 pre-university high school students who completed a set of questionnaires eliciting their perceptions on opportunity inequality in accessing higher education. Moreover, documents adopted from the responsible governmental bodies on this topic were analyzed. The collected data were analyzed using Pearson correlation coefficient, cluster analysis, path analysis and neural networks by means of Topsis, SPSS, and Excel softwares. The findings showed that there is inequality of opportunity of access to the higher education centers in cities of West Azerbaijan. Based on the path analysis, admission and individual-family indexes had the most and the least impacts on inequality of achieving higher education, respectively, among the cities of West Azerbaijan. Moreover, the neural networks model showed that the education indexes were the most important and the individual-family indexes were the least important ones in predicting the opportunity of accessing higher education in these cities. This study reveals that a three-componential model (namely, education, admission, and family-individual) along with their sub-components could be the basis for achieving education for sustainable development.
{"title":"Opportunity Inequality in Accessing Higher Education and Presentation of Equity Promotion Model to Achieve Sustainable Development: A Case Study of West Azerbaijan Province in Iran","authors":"M. Hassani, Mahdi Najjari","doi":"10.2478/jtes-2020-0010","DOIUrl":"https://doi.org/10.2478/jtes-2020-0010","url":null,"abstract":"Abstract This study was aimed to investigate the inequality of opportunity of access to the higher education centers and to present a model of reducing inequality of opportunities and to administer justice and fairness in order to achieve a sustainable development among the 17 cities and towns of West Azerbaijan Province, Iran. This research was a descriptive-analytic and survey type of study in nature. The participants included 890 pre-university high school students who completed a set of questionnaires eliciting their perceptions on opportunity inequality in accessing higher education. Moreover, documents adopted from the responsible governmental bodies on this topic were analyzed. The collected data were analyzed using Pearson correlation coefficient, cluster analysis, path analysis and neural networks by means of Topsis, SPSS, and Excel softwares. The findings showed that there is inequality of opportunity of access to the higher education centers in cities of West Azerbaijan. Based on the path analysis, admission and individual-family indexes had the most and the least impacts on inequality of achieving higher education, respectively, among the cities of West Azerbaijan. Moreover, the neural networks model showed that the education indexes were the most important and the individual-family indexes were the least important ones in predicting the opportunity of accessing higher education in these cities. This study reveals that a three-componential model (namely, education, admission, and family-individual) along with their sub-components could be the basis for achieving education for sustainable development.","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":"44830323","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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