Search results for: Sustainability
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Multiple case-study analysis of service-learning as a means to foster sustainability competencies amongst pre-service educators
The aim of this multiple case-study analysis was to find out the influence that service-learning methodology has on the development of sustainability competences amongst university students (Preschool, Primary and Social Education) of three Spanish Universities (UIC, UAM and USAL). A sample of 129 university students of the academic year 2017–18 was used. A pre-experimental study was carried out, using a pre-test-post-test study with natural groups, without a control group. The findings of this study show that service-learning contributed to improve knowledge in sustainability in the 5 case studies analysed. The findings also demonstrate how the use of service-learning promotes the development of practical skills associated with sustainability action.
Updated: Mar. 28, 2022
In the post-COVID context, individuals, communities and cultures are learning to change their ways of living in response to the challenges that the Anthropocene poses for human security and the biosphere. In this artice Alex Lautensach claims that only if teachers are adequately empowered can curricula be sufficiently repurposed towards Deep Adaptation and its agenda of resilience, relinquishment and restoration. The author suggests that teachers must learn to critically analyse their curriculum, including its hidden and null elements. The agenda for this transformative education are subsumed under six overarching aims: redefine progress as achieving sustainability; replace anthropocentrism with ecocentrism; remedy skill gaps; reorient education towards the future; eliminate parochialism from education; and empower learners to take action. Teachers will need to develop multicultural skills and non-violent ideals, transcending possible boundaries and predispositions imposed by their own native cultural environment.
Updated: Jun. 14, 2020
The purpose of this study is to demonstrate the feasibility of using Ms Excel in teaching whole Basic Statistics Course to pre-service elementary science teachers and then to show the effects of this treatment on pre-service teachers' attitudes towards statistics. This study demonstrated that using Excel in Teacher Education in Statistics Course is feasible in most topics. Furthermore, the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated. This study showed that using Excel applications and homework assignments and class presentations in Teacher Education in Statistics Course improved attitudes towards statistics in the experiment group more than the control group.
Updated: Jun. 07, 2017
This article presents information about the current state of teacher education for gifted pupils in Austria, Belgium, Finland and Slovakia with the focus on sustainability. These countries were chosen because of very different perceptions of the gifted education and teacher training. The review of the issues of teacher training for gifted pupils reveals that despite the great attention provided to the education of gifted pupils, the education of teachers of gifted learners has been neglected.
Updated: Jun. 07, 2017
Potential of Service-Learning to Promote Sustainability Competencies in Pre-service Teachers: A Case Study
This study investigates the potential of service-learning to develop a situated, embodied and critically reflective human agency for sustainability. Exploration of intended learning outcomes and project and assessment experiences across three cases reveal the potential of service-learning to develop in pre-service teachers sustainability competencies involving participative action with community partners to achieve agreed-upon outcomes.
Updated: Jan. 02, 2017
Action research aims to explore new ways of doing things, new ways of thinking, and new ways of relating to one another and to the world. In this article, the author wants to explore the place of action research in shaping and making history by changing what is done. The author argues that the first concern of action researchers should be the contribution of their action to history, not so much to theory. To find out what needs to be done differently, we need action research that will inform our individual praxis and inform our collective praxis.
Updated: Mar. 27, 2012