Showing papers in "Journal of Teacher Education for Sustainability in 2015"
TL;DR: In this paper, the authors describe the main bibliographic indicators of the Journal of Teacher Education for Sustainability (JTEFS) and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes.
Abstract: Abstract This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research (BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the Journal of Teacher Education for Sustainability (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005ñ2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.
63 citations
TL;DR: In this paper, a systematic review examined the existing evidence from studies evaluating and analysing the relationship between environmental competences and pre-service primary school teacher training and concluded that the importance of pre-services teacher training regarding environmental education has been vastly demonstrated.
Abstract: Abstract The importance of pre-service teacher training regarding environmental education (EE) has been vastly demonstrated. This systematic review examined the existing evidence from studies evaluating and analysing the relationship between EE, including environmental competences and pre-service primary school teacher training. The literature review performed included 24 documents (22 peer reviewed journal articles and two doctoral theses). The strategy followed consisted in locating documents by a reliable search strategy; establishing the criteria for the selection of documents to analyse from the documents located and rigorously analysing the documents selected based on clear and precise criteria and dimensions. In general terms, the literature review analysis has emphasised the lack of environmental competences amongst pre-service teacher students and the gaps in the teacher training curriculums regarding EE. The overall scarcity of research in this area, jointly with certain gaps and methodological limitations, affirms the need for strengthening the evidence base.
60 citations
TL;DR: The Dispositions, Abilities and Behaviours (DAB) framework as mentioned in this paper has been used to assess sustainability competencies among students in higher education settings, and the results of the mixed methods study indicate that the DAB framework has good potential as a guide to educators or researchers in understanding and profiling sustainability related abilities, attitudes and actions (areas of performance) of cohorts of students within higher education environments.
Abstract: Abstract The concepts of sustainability and sustainability competence are controversial, complex, difficult to define and measure, and have varied meanings for different people and practices. Given the complex nature of sustainability, there is limited availability of paradigmatic frameworks to guide educators in assessing sustainability competencies. This paper introduces the Dispositions, Abilities and Behaviours (DAB) framework, which influenced the design of an intervention in 2013-2014 that profiled sustainability competencies among final year undergraduate students in a higher education institution. The results of the mixed methods study indicate that the DAB framework has good potential as a guide to educators or researchers in understanding and profiling sustainability- related abilities, attitudes and actions (areas of performance) of cohorts of students within higher education settings.
42 citations
TL;DR: In this paper, the authors briefly present what their theoretical reflections and empirical research has yielded in respect to citizenship education and religious education and take into account the question of whether there is a certain educational, political or religious necessity on a national as well as global level to deal with this possible relationship.
Abstract: Abstract In this paper the authors briefly present what their theoretical reflections and empirical research has yielded in respect to citizenship education and religious education. The theoretical as well as political and practical questions of the relationship of global citizenship and worldview education are scrutinized. The main focus is on the issue whether there is or could be a connection between the concepts of ‘worldview education’ and global citizenship ‘education’ from the point of view of inclusivity in respect to both concepts. Habermas’s distinction between the concepts of democratic state citizenship and global or cosmopolitan citizenship is conceptually helpful. The authors also take into account the question of whether there is a certain educational, political or religious necessity on a national as well as global level to deal with this possible relationship as viewed through the lens of social sustainability.
31 citations
TL;DR: In this article, the authors provide an outline of the values that principals, teachers and parents of preschool child care institutions consider important to be taught to children, and which activities, in their estimation, should be used to implement values education in child care institution.
Abstract: Abstract The objective of the study was to provide an outline of the values that principals, teachers and parents of preschool child care institutions consider important to be taught to children, and which activities, in their estimation, should be used to implement values education in child care institutions. A total of 978 respondents from all 15 Estonian counties returned the quantitative questionnaire, including 163 principals, 425 teachers, and 390 parents of preschool child care institutions. The statistical data analysis was applied to process the quantitative data obtained. The values that are more important to be taught to children, according to principals, include sense of humour as well as pride and inventiveness, whereas teachers value patience as a significantly more important value to be taught. Compared to principals, parents consider confidence and commitment more important, while, compared to teachers, parents consider it more important that kindergartens teach the importance of a good education. Values education in child care institutions takes place primarily in adherence to the relevant group’s rules in the course of everyday communication and activities. Personal role models are considered to be very important in values education.
22 citations
TL;DR: In this article, the authors explored the stressors in the completion of tasks in teaching practicum in three categories of teaching context and an awareness of and access to support systems and found significant results in relation to the school climate and the stress levels of PSTs across the three different teaching contexts.
Abstract: This study investigated stress levels of pre-service teachers (PSTs) across three categories of teaching context: early childhood, primary and secondary. This paper focused on exploring the stressors in the completion of tasks in teaching practicum in the three categories of teaching context and an awareness of and access to support systems. The Perceived Stress Scale (PSS) and an online questionnaire were used to measure the nature and level of stress. Significant results were found in relation to the school climate and the stress levels of PSTs across the three different teaching contexts. These findings have implications in terms of understanding different PSTsi stress levels across the three teaching contexts and ways they could be supported to reduce their stress level and achieve better study outcomes.
20 citations
TL;DR: In this article, the authors evaluated the perceptions of university lecturers teaching classes as part of primary teachers training degrees and assesses their views of the communication skills developed by their students to be used in their future careers.
Abstract: Research on teacher training often focuses on learnersi perceptions of that training. The focus of this paper, which uses a research-to-practice approach, is instead on the views of the trainers. It evaluates the perceptions of university lecturers teaching classes as part of primary teachersi training degrees and assesses their views of the communication skills developed by their students to be used in their future careers. The study uses a 17-item ad-hoc questionnaire, completed by 152 lecturers from the University of Granada. Descriptive and inferential analyses are then carried out on the data collected using SPSS. The analysis results show how important lecturers believe it is for trainee teachers to develop communication skills, which they often lack. Although lecturers believe communication skills are very important, they also think that they are not developed as much as they should be in their classes, so trainee teachers cannot communicate as effectively as they should.
18 citations
TL;DR: In this paper, the authors identify Latvian physics teachers' views on the importance of analogies and the methodology of their usage in physics education, as well as discover innovative analogies.
Abstract: Abstract The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the context of sustainable education involves richer potential. The purposeful use of appropriate analogies can facilitate analogical thinking and transfer skills, as well as develop abilities which are required for life and lifelong learning, including successful integration into modern society and facility within our technology saturated world. Analogical thinking supports development of students’ higher order thinking skills. The aim of this study was to identify Latvian physics teachers’ views on the importance of analogies and the methodology of their usage in physics education, as well as to discover innovative examples of analogies. The study involves both quantitative and qualitative methodology: survey of 35 secondary school physics teachers and group interviews with 18 experienced physics teachers. The findings reveal that, in general, now and then Latvian physics teachers use analogies in their pedagogical practice, although they are mostly simplistic and with illustrative character. Some teachers use analogies in order to help students build new knowledge through activating, transferring, and applying existing knowledge and skills in unfamiliar situations.
16 citations
TL;DR: This article found that students from the grammar school had higher levels of knowledge, were more likely to recycle and used more sources of information regarding waste management, however, students in both schools considered composting and waste reduction as less important than recycling and thereby did not fully agree with sustainable waste management.
Abstract: Abstract Well-organised waste management is an essential part of sustainable development. The saving of resources and energy is everyone’s concern and environmental education is vital to guarantee a sustainable lifestyle in the long run. To find out what similarities and differences in views regarding waste management exist between grammar school pupils and comprehensive school pupils in England, questionnaires were designed and distributed in two schools in the same English city. The questionnaires aimed at quantifying and establishing students’ knowledge, attitudes and behaviour regarding waste management. The results illustrate that students from the grammar school had higher levels of knowledge, were more likely to recycle and used more sources of information regarding waste management. Waste reduction was considered important by almost all students. However, students in both schools considered composting and waste reduction as less important than recycling and thereby did not fully agree with sustainable waste management.
15 citations
TL;DR: Prensky et al. as mentioned in this paper found that a great deal of digital media learning is happening outside the traditional classroom space and is taking place in the after-school space and bridging the current divide between formal schooling and the learning happening online is critical to the establishment of core ESD values and skills, namely ethical online communities and the development of respectful, tolerant global digital citizens.
Abstract: Education for sustainable development (ESD) challenges traditional curricula and formal schooling in important ways. ESD requires systemic thinking, interdisciplinarity and is strengthened through the contributions of all disciplines. As with any transformative societal and technological shift, new questions arise when educators are required to venture into unchartered waters. Research has led to some interesting findings concerning digital literacies in the K-12 classroom. One finding is that a great deal of digital media learning is happening outside the traditional classroom space and is taking place in the afterschool space (Prensky, 2010). Understanding the nature of learning in the afterschool space and bridging the current divide between formal schooling and the learning happening online is critical to the establishment of core ESD values and skills, namely ethical online communities and the development of respectful, tolerant global digital citizens.
13 citations
TL;DR: In this paper, a participatory action research study into civic initiatives for securitability involving novice teachers and youngsters from the Latgale region of Latvia was conducted, where participants evaluated national planning documents, enhanced their knowledge and devised civic initiatives to improve the quality of life.
Abstract: Abstract Civic participation, initiative and interest in current events can bridge the alienation felt towards national and municipal institutions, thereby enabling individuals to improve their quality of life and contribute to all-round sustainable development of their resident state. This paper reports on a participatory action research study into civic initiatives for securitability involving novice teachers and youngsters from the Latgale region of Latvia. Research participants evaluated national planning documents, enhanced their knowledge and devised civic initiatives to improve the quality of life. Focus group discussions and reasoned argumentative essays were employed to establish how novice teachers (n = 40) and youngsters (n = 58) make sense of the concept of ‘human securitability’. Data analysis was accomplished by qualitative content analysis. The action research exposed an initial understanding of novice teachers and youngsters regarding the human securitability and the possibilities of improving the quality of life. Moreover, this study provided an environment for the research participants to deepen their understanding of said phenomena and participate in educational events envisioning practical engagement with securitability and civic initiatives. The action research study created initiatives for the development of civic securitability and the participation in setting developmental goals.
TL;DR: In this paper, the authors analyze the views of students, pre-service teachers, on the role of innovations and traditions in the work of the academic staff at their institution of higher education.
Abstract: Abstract The academic staff of the institutions of higher education plays a key role in the implementation of innovations in the study process. This article aims to analyze the views of students, pre-service teachers, on the role of innovations and traditions in the work of the academic staff at their institution of higher education. The survey data from 192 full-time and part-time first year students at Riga Teacher Training and Educational Management Academy show that readiness for innovative activity and active involvement in the creation, acquisition and implementation of innovations is an essential factor in the work of the academic staff. The results indicate that according to the views of pre-service teachers, in the context of pedagogy, the term ‘innovation’ refers to the process of renewal, educational reforms, selection of the most appropriate teaching material, and the elaboration, adoption and utilization of innovations in the pedagogical practice.
TL;DR: In this article, a quantitative study assessed the environmental knowledge and attitudes of the Maltese public towards the local marine environment, MPAs and education for sustainable development (ESD), and found that although the public strongly appreciates the beauty of Malta's marine environment and the level of knowledge surrounding the marine environment is low, there is a notable lack of awareness of the five local MPAs.
Abstract: Abstract The marine environment represents a central component of Maltaís local environment, and its ecosystem services play a vital role in supporting the economy as well as human well-being. Plans have been made to protect the unique ecology found within Maltese waters through the institution of five marine protected areas (MPAs). This quantitative study assessed the environmental knowledge and attitudes of the Maltese public towards the local marine environment, MPAs and education for sustainable development (ESD). A questionnaire was administered to members of the public (n = 200) at three different locations. The study found that although the Maltese public strongly appreciates the beauty of Maltaís marine environment, the level of knowledge surrounding the marine environment is low. Furthermore, the research indicates that while the public agrees that the marine environment should be protected, there is a notable lack of awareness of the five local MPAs. Based on the research findings, a model linking ESD to MPAs and aiming to foster a sense of ownership among the public by encouraging their involvement in the management of local MPAs is proposed.
TL;DR: In this paper, a questionnaire was sent to kindergarten and primary school teachers in the Helsinki area to find out how children learn to read and write by computer and how one can support children learning during the transition from pre-school to primary school.
Abstract: Over the last decades the nature and form of what children can choose to read has changed radically, partly as a consequence of rapid technological advances and the increasing dominance of the image. The research questions were: 1) How do children learn to read and write by computer? 2) How can one support childrenis learning during the transition from pre-school to primary school? and 3) How can we support learning during the transition from pre-school to primary school in the future? This work is based on a questionnaire that was sent to kindergarten and primary school teachers in the Helsinki area. Only 27 teachers in the pre-school or primary school answered the questionnaire. Following this, the questionnaire was also sent to kindergarten and primary school student teachers. The results show that that it is easy for children to acquaint themselves with the computer keyboard and that children actually enjoy playing by writing on computer. The respondents said that children must, at first, train to write by hand, then by computer.