Professional Development and Sustainable Development Goals

Havea, Peni Hausia; Mohanty, Manoranjan

doi:10.1007/978-3-319-69902-8_53-1

Cited by 4 publications

(2 citation statements)

References 36 publications

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“…Based on the premise that quality education is derived from the competence of teachers [30], the TPD, therefore, plays a crucial role in this achievement [31]. As a consequence, it follows that quality education is an essential factor in achieving the goals of education for sustainable development (ESD) [32]. Importantly, quality education brings value and benefit to the achievement of the United Nations Education, Scientific and Cultural Organization Goals for Sustainable Development (SDGs), which requires teachers to continually educate themselves [33,34].…”

Section: Introductionmentioning

confidence: 99%

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

et al. 2022

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Due to COVID-19, remote or distance education has become the norm in the Philippines. Yet even in its second year, remote teaching and learning still face ongoing challenges, as does the need for teachers’ professional development. This paper describes a study that examined teachers’ perspectives on barriers and needs in professional development. The study involved 174 teachers who were teaching online courses in the National Capital Region. The participants completed a survey detailing their professional development frequency, perspectives, barriers, and needs, while eight teachers agreed to participate in a follow-up interview. Results from hierarchical multiple regression analysis have shown that teachers’ pedagogical and information technology skills requirements are influenced primarily by their prior professional development experiences and their need to apply active learning and innovative teaching ideas. Qualitative analyses indicate that teachers’ professional development needs are mostly focused on skills related to online teaching, information technology literacy, and conducting research. In addition, data indicated that barriers to professional development were primarily caused by financial and time constraints and a lack of teacher motivation and logistical support. In summary, for remote education to be sustainable, teachers need ongoing professional development as well as adequate logistical support.

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Section: Introductionmentioning

confidence: 99%

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

et al. 2022

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“…It thus contributed significantly to professional development and a sustainable environment. Hence, professional development in the education sector is essential in achieving quality education, thus achieving sustainable development (Havea et al, 2020). In sharing one participant, he clearly emphasized that he wanted to learn more, so he decided to join.…”

Section: Discussionmentioning

confidence: 99%

Education for Sustainable Development (ESD): A Journey Towards Sustainable Future

Violanda

Madrigal

2021

TSSJ

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Education for Sustainable Development (ESD) becomes an imperative trend among educational institutions, which requires a change in education in this modern society. Consequently, all learning institutions need to revisit its functions if it plays its vital role in transforming society by promoting social and environmental equity. This qualitative research intends to explore the faculty members' experiences in a State College in Negros Occidental of Education for Sustainable Development (ESD). Four faculty members were purposely selected and voluntarily participated in the study. Their relevant ESD experiences were collected using semi-structured in-depth interviews, and results were analyzed using a thematic approach of Lichtman. Analysis of the data reveals exciting themes of their experiences. On becoming a greening organization member, their professional advancement and interest in the care for the environment prevailed. On the meaning of ESD, they highlighted the academe's role in promoting sustainability. Lastly, on their ESD experiences in their classes, actions for learning through the inculcation of sustainability competencies among learners were evident. Generally, the findings suggest teachers' significant role in promoting ESD and the importance of providing an avenue for learners to acquire the necessary knowledge, skills, and values to promote sustainability.

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Introduction to Career Development Learning and Sustainability Goals: Considerations for Research and Practice

Groves

Austin

Lamanna

et al. 2022

Career Development Learning and Sustainability Goals

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Professional Development and Sustainable Development Goals

Cited by 4 publications

References 36 publications

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19

Education for Sustainable Development (ESD): A Journey Towards Sustainable Future

Introduction to Career Development Learning and Sustainability Goals: Considerations for Research and Practice

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