Search results for: Sustainable development
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Detecting a Sustainable Mindset through Using Content Analysis of Teacher-produced Learning Journals
Having developed and piloted a professional development blended learning course for teachers of home economics with the purpose of promoting a sustainable mindset in their students, the authors used the written learning journals by the teachers during the 15-week course to detect various aspects of a sustainable mindset, which could be attributed to the course. They assumed that the learning journals of 19 participants might reveal reflections on sustainability, the pedagogy of sustainability, a positive association between sustainability and the pedagogy of sustainability, and the development of a sustainable mindset over the period of the course. The analysis confirmed that the participants reflected a great deal on learning and sustainability as the course progressed; revealing that a positive link between teaching practice and sustainability can be observed. However, the analysis also indicated some important concepts that might have been under-emphasised in the course.
Updated: Jan. 29, 2020
Nordic–Baltic Student Teachers’ Identification of and Interest in Plant and Animal Species: The Importance of Species Identification and Biodiversity for Sustainable Development
This study aims to investigate how well student teachers identify common local species, their interest in and ideas about species identification, and their perceptions of the importance of species identification and biodiversity for sustainable development. The Nordic–Baltic students’ level of identification of species was tested using high quality photos of very common species. The student teachers’ ability to identify very common species was low. The authors also found that majority of students suggested that the most efficient teaching, studying and learning method is outdoor experiential learning, where learning is activated by experiences and the use of all senses in authentic environments with living plants and animals.
Updated: Jun. 19, 2017
A Critical Analysis of Sustainability Education in Schooling’s Bureaucracy: Barriers and Small Openings in Teacher Education
In this article, the author reflects on his last 15 years of experience as an environmental education researcher and teacher education faculty member. Through the personal reflections of narrative inquiry, the author observes and interprets the changes he has witnessed and participated in at the state, university, college, and department level, and also on the bureaucratic forces. The author argues that such changes can begin with sustainability-responsive course revisions, and can connect to more significant changes in college and state programs and policies.
Updated: Mar. 12, 2012
The Collaborative Production of Meaningful Measure(ment)s: Preliminary Insights into a Work in Progress
This paper introduces a tri-national research and development project. The project aims to develop indicators for the cross-sectoral and interdisciplinary educational task ‘education for sustainable development’ (ESD). These indicators are meant to help monitor the implementation of ESD efforts in schools and institutions of higher education. The article focuses on how a variety of stakeholders are included in the process of developing a set of ESD indicators in the course of the project.
Updated: Mar. 12, 2012