Analysis of Elementary and Secondary School Teachers' Perceptions of Education for Sustainable Development(ESD)

Lee, Eun‐Ju; Son, Yeon-A; dami, Bang

doi:10.13000/jfmse.2017.29.5.1584

Cited by 1 publication

(2 citation statements)

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“…Thus, identifying perceived barriers to ESD implementation is a good way to improve the possibilities of successful ESD implementation. Prior researchers [4][5][6][7][8][9] have reported that a lack of the knowledge about SD, lack of interest, lack of instructional materials, over-crowded curriculum, and lack of time as relatively common barriers for teachers. Most of them focused on frequency distributions and simple cross tabulation of responses using individual scales in isolation.…”

Section: Introductionmentioning

confidence: 99%

“…While identifying types of perceived barriers is a pivotal step for successful ESD implementation, it is equally crucial to explore factors that may reduce perceived barriers. Prior researchers [4][5][6][7][8][9] have reported that major perceived barriers to ESD implementation are lack of the knowledge on SD, lack of awareness on SD, and lack of pedagogical knowledge on SD. Most of them may be coping with an increase in competency.…”

Section: Introductionmentioning

confidence: 99%

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Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers

Kang

2019

Sustainability

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The objective of this study was to identify whether there are any homogeneous subclasses of teachers exhibiting different profiles of barriers to implementing ESD among Korean secondary teachers, and to examine whether teachers’ experiences of taking an ESD course in their pre-service teacher education and in their in-service training on ESD are predictive of membership in subclasses of perceived barriers to implementing ESD. Korean secondary teachers from various subjects were selected as a sample. I carried out latent class analysis (LCA) on barrier variables and assessed the association of both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD with membership in the latent subclasses using multi-nominal logistic regression. These analyses were performed using PROC LCA. Research results are as follows: Firstly, four latent classes were identified: the few barrier, the individual barrier, the combination of individual and class-driven structural barrier, and the combination of individual and structural barrier. Secondly, both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD were significant predictors of latent class membership. The current study could potentially assist both pre-service teacher educational institutions and in-service teacher training organizations with strategies designed to improve ESD competency among teachers.

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Section: Introductionmentioning

confidence: 99%