Holistic Approach in Reorienting Teacher Education towards the Aim of Sustainable Education: The Case Study from the Regional University in Latvia

Badjanova, Jelena; Iliško, Dzintra; Drelinga, Elga

doi:10.1016/j.sbspro.2014.01.682

Cited by 20 publications

(9 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of this study indicate that the novice teachers tend to focus largely on individual aspects of sustainability and ESD, failing to see the whole picture and trace the interdependence of all dimensions of sustainability. In addition, they appear to lack "a deeply personal philosophical vision" (Badjanova et al, 2014) of sustainability and ESD. Many teachers seem to be well aware of the ecological dimension of the sustainability and ESD; however, they tend to neglect other dimensions.…”

Section: Discussionmentioning

confidence: 99%

“…According to the forthcoming general education reform in Latvia, teachers in all subjects soon will have to incorporate a holistic competency-based approach into their teaching practices and teach according to the principles of ESD. At the same time, over the past years, a large amount of studies has clearly demonstrated that teachers from different subjects perceive and understand sustainability and ESD differently (Borg, Gericke, Höglund, 2012;Boon, 2011;Uitto & Saloranta, 2017;Badjanova, Iliško, & Drelinga, 2014;Evans, Whitehouse, & Hickey, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Novice Teachers’ Beliefs and Knowledge about Education for Sustainable Development

Жукова

Fjodorova

Iliško

2020

ActPaed

Self Cite

View full text Add to dashboard Cite

Incorporating education for sustainable development (ESD) into the curriculum is one of the main priorities of education policy in Latvia and internationally. Implementation of ESD relies greatly on individual teachers’ beliefs, enthusiasm, theoretical knowledge and practical expertise. It is widely recognized that teachers’ beliefs influence their decisions about the curriculum, pedagogy and assessment. While teachers’ beliefs and general pedagogical knowledge receive considerable attention in teacher education research worldwide, novice teachers’ beliefs and knowledge regarding sustainability and ESD are not widely discussed despite the widespread assumption that teacher’s preparedness and intention to teach ESD tend to be motivated by the beliefs and knowledge a teacher holds. Some education researchers argue that novice teachers tend to have limited understanding of sustainability and ESD. The aim of the research described in this article was to reveal the range of ways in which a sample of 32 volunteer novice teachers in Latvia perceive, understand and experience ESD, as well as how ESD relates to their professional practice. A phenomenographic approach is applied in this study. Data collection methods include semi-structured interviews, written questionnaires, and focus group discussions. The study revealed a range of ways in which novice teachers conceptualize sustainability and ESD. The insights from this research might serve to inform teaching and learning practices in the undergraduate and postgraduate teaching courses and to prepare teachers more adequately to implement ESD.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Novice Teachers’ Beliefs and Knowledge about Education for Sustainable Development

Жукова

Fjodorova

Iliško

2020

ActPaed

Self Cite

View full text Add to dashboard Cite

show abstract

“…A critical review of literature suggested that there was a worldwide acceptance of integrating ESD at all levels of education irrespective of the discipline (Altomonte, Rutherford, & Wilson, 2012;Badjanova, Iliko, & Drelinga, 2014;Burmeister & Eilks, 2012;Chhokar, 2010;Darwish, Agnello, & Burgess, 2010;Dawe, Gant, & Taylor, 2003;H‰gglund & Samuelsson, 2009;Robinson, 2004;Tilbury, 2007). Since all levels of education system have a symbiotic relationship in which teachers are like bridges, to bring sustainability into our classrooms at any level, it is crucial to address sustainable development first in teacher education programs.…”

Section: Moving Towards Deeper Engagement With Education For Sustainamentioning

confidence: 99%

Analytical Study Based on Perspectives of Teacher Educators in India with Respect to Education for Sustainable Development

Jetly

Singh

2019

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

Education for sustainable development (ESD) has been accepted worldwide as one of the most powerful paradigms of thinking, which has a potential for changing the ongoing course of unsustainable development in order to save the fate of life on Mother Earth. As we prepare ourselves to achieve the 17 sustainable development goals (SDGs) of United Nations 2030 Agenda, it is crucial to analyze and reflect on the initiatives taken, which aim at sensitizing the stakeholders of education with the holistic concept of ESD, especially when it has been reported in the literature that countries of the Asia Pacific region have been slow in formally embracing the concept of ESD in their education system. With this contextual background, the present research paper aimed at understanding the prevailing perception of ESD amongst the teacher educators of India. A qualitative deductive content analysis methodology was adopted for an in-depth analysis of the subjective responses of teacher educators, teaching graduate and post-graduate level courses of teacher education programs of India’s Chandigarh region. A codebook was developed on the basis of UNESCO’s Teaching and Learning for a Sustainable Future (TLSF) program for the analysis. The findings of the research identified how and to what extent the indicators of ESD were addressed through broader categories of knowledge, skills and values. The research joins larger conversation of reorienting the teacher education programs particularly through the lens of cultural sustainability to achieve a sustainable future.

show abstract

“…The concern for all life forms, commitment to working with and for others in the interests of equality, equity and sustainability lies at the core of education as such (Tilbury, 1995, p. 201) and takes TE to the level of being responsible for nurturing those qualities in future teachers as well. Holistic approach gives future and practicing teachers and teacher educators a wider perspective to view their practice from the point of interconnectedness of political, social, cultural and economic factors of sustainability (Badjanova, Iliško & Drelinga, 2014, pp. 2931–2932).…”

Section: Theoretical Framework Of the Studymentioning

confidence: 99%

Student Teacher Ecological Self in the Context of Education for Sustainable Development: A Longitudinal Case Study

Raus¹

2017

Journal of Education for Sustainable Development

View full text Add to dashboard Cite

In the context of teacher education (TE) for sustainable development (SD), questions related to a teacher's values, worldview and identity present a particular interest and are of critical importance. In the present article, student-teachers' understanding of Teacher self and nature is focused on through discussions of personal and professional settings. The perceived curriculum, that is, reflection on a formal curriculum of a particular TE programme, is discussed to investigate how existing TE curriculum supports the development of the ecological, holistic self of a future teacher. The longitudinal study of 9 student teachers attempts to illuminate the process of the development of their ecological self during the first 4 years of studies in a particular initial TE programme. Although literature stresses the need to begin TE with investigating teacher identity, the results show that according to student teachers' opinions, the particular TE curriculum does not address the notion of teacher identity in a focused manner, and more prominently, it does not address teacher identity development in the context of Education for Sustainable Development (ESD).

show abstract

Holistic Approach in Reorienting Teacher Education towards the Aim of Sustainable Education: The Case Study from the Regional University in Latvia

Cited by 20 publications

References 1 publication

Novice Teachers’ Beliefs and Knowledge about Education for Sustainable Development

Novice Teachers’ Beliefs and Knowledge about Education for Sustainable Development

Analytical Study Based on Perspectives of Teacher Educators in India with Respect to Education for Sustainable Development

Student Teacher Ecological Self in the Context of Education for Sustainable Development: A Longitudinal Case Study

Contact Info

Product

Resources

About