Prospects of a technical and vocational education program in preparing pre-service teachers for sustainability: a case study of a TVE program in Kuala Lumpur, Malaysia

Chinedu, Caleb Chidozie; Mohamed, Wan Azlinda Wan; Ajah, Abdurrahman Ogbonnia; Tukur, Yalwa A.

doi:10.1007/s41297-018-0046-x

Cited by 6 publications

(8 citation statements)

References 35 publications

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“…Thus, they can help reorient teaching practice as it relates to how vocational education is taught and how the latter helps drive the sustainability agenda by contributing to the development of teaching professionals who have developed the ethos and competencies of sustainability literacy. ESD is not commonly identified as a part of TVET teachers' work [17,[89][90][91]; therefore, the MQA may use this framework to incorporate standards and benchmarks for sustainability literacy. These criteria may be adapted from the proposed curriculum framework for sustainability literacy.…”

Section: The Proposed Curriculum Framework For Sustainability Literac...mentioning

confidence: 99%

Teaching and Learning Approaches: Curriculum Framework for Sustainability Literacy for Technical and Vocational Teacher Training Programmes in Malaysia

2023

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Given the impact of unsustainable practices, work, and living patterns, it has become increasingly important to raise global citizens as stewards of the earth’s life support system. Thus, developing sustainability literacy has become very crucial. A sustainability-literate professional can make sound decisions and act in environmentally friendly, socially acceptable, and economically viable ways. Technical and vocational education and training (TVET) arguably has the potential to educate workers, graduates, and citizens alike in developing sustainability literacy since it is regarded in many nations as the supplier of skilled labour. TVET teacher training programmes in Malaysia have been vastly proficient in developing vocationally competent teachers and workers. Still, there remains uncertainty regarding the extent to which these vocational teaching professionals have been trained to develop sustainability competencies and literacies. The implication is that, when technical and vocational teachers responsible for training workers do not possess the requisite competencies to engage in sustainability education, the potential for TVET to become a viable tool for ESD diminishes. Given this backdrop, this study was undertaken to propose a curriculum framework for sustainability literacy for technical and vocational teacher training programmes. Using a modified Delphi method (MDM) consisting of 15 expert participants from Asian-Pacific countries, four important curricular elements for sustainability literacy were identified and defined. These include the learning outcomes for sustainability literacy, teaching competencies for sustainability literacy, pedagogical approaches to foster effective teaching and learning for sustainability, as well as ESD integration strategies. The specific indicators within this curriculum framework were also defined. The paper concludes with vivid implications for practice within TVET teacher training programmes in realising Goal 4 of the United Nations Sustainable Development Goals (SDGs).

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Section: The Proposed Curriculum Framework For Sustainability Literac...mentioning

confidence: 99%

Teaching and Learning Approaches: Curriculum Framework for Sustainability Literacy for Technical and Vocational Teacher Training Programmes in Malaysia

2023

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“…This involves teachers with skills, values, attitudes and dispositions towards students that lead to both personal and social transformation [40,41]. Self-efficacy, which is defined as the confidence in oneself to solve a problem or carry out a task [42], is paramount in a teacher who is critical and is able to act on the challenges provided by learning. Malandrakis et al [43] considered self-efficacy as an optimal tool to improve students' performance and motivation towards learning, as well as their commitment to achieving the goals they set for themselves.…”

Section: Main Themes According To the Studies Analysedmentioning

confidence: 99%

“…García-González et al [66] asserted that lifelong learning in sustainability could enhance the development of methodological strategies that help to train critical and committed citizens in sustainability. To this end, some authors developed courses and academic programmes in ESD [42,63], as well as strategies that help to address problems related to the reality and context in which learning takes place [67].…”

Section: Progress Of Esd: Facilitators Challenges and Benchmarksmentioning

confidence: 99%

A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future

2022

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This article presents a systematic literature review on curriculum sustainability in the initial education of primary school teachers. It analyses aspects related to the methodologies, keywords, geographical area, scope, theoretical frameworks of reference and main existing lines of research obtained from 38 documents between 2015 and 2021. Some research questions were as follows: What methodologies does it relate to? Are there elements that facilitate or hinder the development of curricular sustainability? What impact are programmes developing curricular sustainability having? Some of the results were as follows: (a) most of the documents analysed were published in Europe; (b) the main theme was the promotion of a committed and collective education; (c) approaches have to be based on sustainability competencies; (d) there was a lack of knowledge about sustainability competencies, a lack of training in education for sustainable development (ESD), and a lack of systemic and creative thinking; and (e) there is a need for ESD training to enhance knowledge and to develop sustainability competencies. In conclusion, the priority is to develop interdisciplinary, holistic and active methodology-based programmes that integrate deep changes throughout education. Study programmes should be modified in order to have a positive impact on the development of ESD.

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“…Additionally, several disciplines of the study were identified as being engaged as a single piece of ESD research within this systematic literature analysis, including Biology (Bezeljak et al, 2020), Chemistry (Burmeister & Eilks, 2013), English Language (Strakova & Cimermanova, 2018), Geography (Ammoneit et al, 2022), Humanities (Kalsoom et al, 2017), Industrial Education (Sunthonkanokpong & Murphy, 2019), Technical and Vocational (Chinedu et al, 2019) and Technology (Singh-Pillay, 2020). One further study makes no explicit reference to the preservice teachers' field of study (Andersson, 2017) As can be seen from Figure 2, voluminous disciplines of studies have focused on the integration of ESD into teacher education on a global scale.…”

Section: Ro1: Common Fields Of Studies Involved In Preparing Pre-serv...mentioning

confidence: 99%

“…Simultaneously, a study conducted in Sweden (Echegoyen-Sanz & Martn-Ezpeleta, 2021) used the ecofeminism concept and it succeed to influenced pre-service teachers' environmental views and increasing their ability to design their own teaching materials. However, Chinedu et al (2019) discovered that TVE programmes in Malaysia do not adequately represent sustainability since educators and students of TVE programmes believe the programmes do not adequately train preservice teachers for sustainability. This issue must be addressed in future research so that TVE programmes can contribute to the achievement of the SDGs.…”

Section: A Esd Module and Course Integrationmentioning

confidence: 99%

Preparing pre-service teachers for integration of education for sustainable development in school: A systematic review (2013-2022)

2022

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Teacher education is accountable for ensuring that all students acquire the knowledge and skills required to promote sustainable development, primarily via education for sustainable development (ESD). However, most of the research on ESD in teacher education focuses on specific education courses and countries. Thus, this review systematically explores global trends in ESD research within teacher education. Based on two databases, Web of Science and Scopus, 27 publications were retrieved from 2013 to 2022 using the SLR methodology and further analysed using the PRISMA method to obtain the main themes. First, the significant findings portrayed that ESD integration does not have any boundaries between fields. Second, the evidence demonstrates that ESD is integrated using various expanding strategies and methods into teacher education across nations and programmes. Third, by understanding the existence of various variables, actions and measurements may be performed before or after the incorporation of ESD into teacher education curricula in connection to the availability of external factors that may impact ESD implementation. These three findings indicated that there are still research gaps concerning ESD in teacher education to be explored. In conclusion, this study is beneficial for practitioners in evaluating which ESD approach is currently being used and in identifying ESD-related research needs in teacher education. In order to achieve the Sustainable Development Goals (SDGs) by 2030, the enhancement of ESD in teacher training institutions might lead to a new vision of education.

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Prospects of a technical and vocational education program in preparing pre-service teachers for sustainability: a case study of a TVE program in Kuala Lumpur, Malaysia

Cited by 6 publications

References 35 publications

Teaching and Learning Approaches: Curriculum Framework for Sustainability Literacy for Technical and Vocational Teacher Training Programmes in Malaysia

Teaching and Learning Approaches: Curriculum Framework for Sustainability Literacy for Technical and Vocational Teacher Training Programmes in Malaysia

A Systematic Review of Curriculum Sustainability at University: A Key Challenge for Improving the Professional Development of Teachers of the Future

Preparing pre-service teachers for integration of education for sustainable development in school: A systematic review (2013-2022)

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