Sustainability Education Assessments in Teacher Education: Addressing “Wicked Problems” in a Postmodern World

Wright, Mary F.; Monsour, Florence

doi:10.1002/tl.20379

Cited by 4 publications

(1 citation statement)

References 11 publications

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“…Rawson (2020) emphasizes the urgent need to create a postmodern educational space for spirituality and explains the epistemology that informs this approach; offers a special view on self-development as a transformation of learning and connects it with the process of spiritual development, which will contribute to a holistic and integrated approach to educational development. Wright & Monsour (2020) focus on the development of formative assessment in the postmodern approach to education, describe and demonstrate the effectiveness of using the formative assessment experience in primary and secondary education to support critical and creative thinking.…”

Section: Theoretical and Methodological Principles Of Training Future...mentioning

confidence: 99%

Information and Communication Technologies for Training Future Teachers: an Adaptation to the Aspects of the Postmodern Society

Bidenko

Bilyakovska²,

Burnos³

et al. 2022

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The study examines the need to train future teachers using modern information and communication technologies in the context of adaptation to the aspects of postmodern society. It was found that contemporary postmodern education is impossible without application of information and communication technologies, the use of which gradually leads to changes in the content, the methods and technologies of training future teachers. The analysis of scientific literature, which confirms recognition of ICT as a key technology of the 21st century and the urgency of the problem of development and application of educational technologies capable of modernizing and reforming traditional forms of education in order to meet the level of education of future teachers to the present-day requirements. The current trends of ICT in the training of future teachers in postmodern times are considered, modern practices (scenarios) of ICT use which are the most popular in the educational process of future teachers are singled out. The content of the following compulsory components, according to the authors, of professional training of future teachers, is generalized and concretized: didactic, legal, social and methodological. Discussion issues and perspective directions of future scientific research related to complex ethical contradictions due to uncertainty or lack of necessary knowledge, unexpected effects and insufficient transparency of functioning of information and communication technologies are outlined.

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Section: Theoretical and Methodological Principles Of Training Future...mentioning

confidence: 99%

Information and Communication Technologies for Training Future Teachers: an Adaptation to the Aspects of the Postmodern Society

Bidenko

Bilyakovska²,

Burnos³

et al. 2022

View full text Add to dashboard Cite

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A Meditative Design Development Framework Toward Post Human-Centered Transformation of Pedagogical Processes

Inamura

2023

Design Education Across Disciplines

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Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

Gajparia

Strachan

Vare

et al. 2021

Discourse and Communication for Sustainable Education

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This paper offers a rationale for how ESD related learning at postgraduate level can be assessed. It proposes a framework for evaluating whether assessments in Master’s level programmes align with the pedagogical approach of Education for Sustainable Development (ESD). If assessment is to contribute to the overall learning process, then the nature of the assessment should reflect the pedagogy, values and principles associated with ESD. Utilising an Appreciative Inquiry model, existing models of competences for sustainable development have been used to develop the framework. The framework is not aimed at the performance of the students; rather, it is applied to the course itself to identify if assessment opportunities are in keeping with an ESD approach. The framework is applied to three examples from Master’s programmes, with which the authors are affiliated in England and Jamaica. The findings identify key characteristics that should feature in assessing learning for sustainability. The framework enabled the authors to gauge the extent to which their assessment regimes are in line with the aims, purpose and content of their programmes. While the examples cited are from the field of education, the framework can be applied to any Master’s programmes containing elements of sustainable development.

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Sustainability Education Assessments in Teacher Education: Addressing “Wicked Problems” in a Postmodern World

Cited by 4 publications

References 11 publications

Information and Communication Technologies for Training Future Teachers: an Adaptation to the Aspects of the Postmodern Society

Information and Communication Technologies for Training Future Teachers: an Adaptation to the Aspects of the Postmodern Society

A Meditative Design Development Framework Toward Post Human-Centered Transformation of Pedagogical Processes

Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

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