Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

Education for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, studentsí awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.

Section: Introductionmentioning

confidence: 99%

An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development

Ichinose

2017

“…In their own opinions, teaching practice had taken up too much their time and energy, and, hence, they seemed reluctant to perform action research or lesson study. From the viewpoints of teacher education researchers, however, analysing and reflecting on practice area valuable way to improve teaching and promote student learning; the paradigm of teachersí professional development should move to lifelong learning (Fraser, 2007;Friedman & Philips, 2004), and action research as a form of practitioner research encourages teachers to become lifelong learners (Pipere, Veisson, & Salite, 2015;Sowa, 2009).…”

Section: Gaps Between Teachersí Perception Of Proficiency and Traininmentioning

confidence: 99%

A Study on Singapore Chinese Language Teachers’ Professional Proficiency and Training Needs for Sustainable Development

Wen

Jian

2017

Continuous professional development can help teachers become responsible mentors for sustainable education. Taking into account subject characteristics and concentrating on investigation of professional proficiency and training needs of the Chinese language teachers in Singapore, this study seeks to shed light on providing more targeted in-service training and workplace learning support for teachers to attain the goals for sustainable development. An explanatory mixed methods approach was adopted in this study. A total of 1054 Chinese language teachers completed the questionnaire on subject content and professional knowledge, Chinese teaching practice and pedagogy, and knowledge of technology and its application. Focus group discussions and interviews of 112 teachers were conducted to further explore the results from the survey data. The findings of the study provide insights into shaping the forms and priorities of in-service training for teachers to be a powerful agent of sustainable teaching.

“…Nevertheless, it should be recognised that changes even occur in the recognition of action research theory, although action research has evolved since the beginning of the 20 th century and even the end of the 19 th century. At DU, the analysis of this issue has been one of the issues related to the use and development of action research theory (SalÓte, 1993(SalÓte, , 1998(SalÓte, , 2000(SalÓte, , 2009(SalÓte, , 2015Pipere & SalÓte, 2006;SalÓte, MiËule et al 2007;Gri‚ne, 2007;Belousa, OÔehnoviËa et al, 2007;SalÓte, Ged˛˚ne, & Ged˛˚ne, 2009;SalÓte, Ignatjeva, & Salitis, 2009;SalÓte, Ged˛˚ne, & Ged˛˚ne, 2010;Switala, 2010Switala, , 2011Switala, , 2012Ged˛˚ne, G. et al, 2011;Kapenieks & SalÓte, 2012;Badjanova, Iliko, & Drelinga, 2013;Kravale, Iliko, & OÔehnoviËa, 2013;Pipere, Veisson, & SalÓte, 2015;Ged˛˚ne, G., 2015;Ged˛˚ne, I., 2015;Briede, 2015;Switala, 2015;ZariÚa, Drelinga, Iliko, & KrastiÚa, 2016), with the focus on the recognition of action research complex nonlinear nature and attempts to get rid of the complicated approach, which often dominates in the current action research within scientific research.…”

Section: Action Research Experience and Characteristics Of Its Expansmentioning

confidence: 99%

Sustainability from the Transdisciplinary Perspective: An Action Research Strategy for Continuing Education Program Development

Salīte

Drelinga

Iliško

et al. 2016

Self Cite

The need to focus on a transdisciplinary approach in education for sustainable development (EDS) has been reflected in research and especially action research as a possible solution, which can open a new perspective for understanding and interpretation of the complex phenomenon of sustainability as well as for developing new open continuing education programmes by integrating research and learning activities in the context of open transdisciplinary research.The content structure of the article: (1) it describes the experience that has evolved at one faculty and its subordinate scientific institute and has been proposed to be used within the entire institution; (2) it generalises issues arising from the extensive experience, which in action research manifest themselves as issues relating to the appropriate perspective choice in terms of sustainability, approaches that in education make it possible to understand the sustainability phenomenon, as well as features that help identify sustainability at different levels. Well-known cases in the history of science, philosophy of science, and systems development research have been used to highlight the relationship among the dynamic interaction of complex problems that can systematically appear as sustainable or unsustainable. Therefore, the article provides insight into a specific relationship among science development, integration and Anthropocene phenomena with sustainability / non-sustainability phenomena and their interaction; (3) it offers the experience necessary for the creation of participatory action research ideas and research base to expand the cooperation of university and its graduates using a stakeholder approach and connecting it with a transdisciplinary research framework, which envisages an activity around the sustainability phenomenon and its deep relationship to the openness for the evolution of sustainability consciousness as concerns individuals and societies; (4) it describes the first three activities of the first phase of the undertaken action research, which allowed determining the participantsí motivation to take part in the action research, identifying participantsí attitude and understanding sustainability and Anthropocene phenomena, as well as establishing a strategic vision of open transdisciplinary framework benefits and opportunities through participatory action research to develop open evoluUnauthenticated Download Date | 5/12/18 3:33 AM