Teaching Methods Influencing the Sustainability of the Teaching Process in Technology Education in General Education Schools

Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.

Section: Introductionmentioning

confidence: 99%

Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices

Anyolo

Kärkkäinen

Keinonen

2018

“…Conscious reflective practice can be useful in designing sustainable teacher education (Raid & Horvathova, 20016;and Soobik, 2014) and sustainable professional development (Sarsar, 2008). Donald Schˆn considers it to be an important factor for helping teachers and learners in problem-solving and decision-making processes and fostering their critical-thinking abilities.…”

Section: Introductionmentioning

confidence: 99%

Secondary School Science Teachers’ Views about Their Reflective Practices

Aldahmash

Alshmrani

Almufti

2017

The importance of reflection in teaching and learning lies in encouraging one to view problems from different perspectives. Reflective practice can be useful in designing teacher education and sustainable professional development. Conscious reflection is an important element for helping teachers and learners in problem-solving and decision-making processes and fostering their critical-thinking abilities. The aim of the present research was to investigate teachersí views about the nature of their experiences with reflective practices and reflective teaching. A survey consisted of three dimensions used to collect the data. It was distributed to 458 (237 male and 221 female) science teachers working at high schools in Saudi Arabia. The results have indicated that teacher practices of almost all reflective activities included in the three dimensions ìthe extent of practicing reflectionî, ìareas of practicing reflectionî, and ìways of practicing reflectionî are at ìhighî level from their point of view. The results have also shown that there are no significant differences in the teachersí views about their practices of reflective activities related to their gender, or experiences in the teaching profession.

“…The journals have already accumulated research demonstrating the goals of sustainable development, the nature of sustainable education and the phenomenon of sustainability (Bell, 2016;Carbach & Fischer, 2017;Huckle, 2012;Hurtman, Johnson, & Hill, 2017;Kalaitzidis, 2012;Makrakis & Kostoulas-Makrakis, 2012;Miedema & Bertram-Troost, 2015;Pace, 2010;Tillmans, Holland, & Filho, 2017). Apart from traditional research, JTES has accumulated experience in using participatory and / or educational action research in more holistic research (Ged˛˚ne & Ged˛˚ne, 2010;Gri‚ne, 2008;Pipere & Salite, 2006;SalÓte, 1998;SalÓte, 2008;Soobik, 2014), and there are also studies and experiences that seek to underpin the use of approaches and methods in the current context (Aldahmash et al, 2017;Flores et al, 2014;Hurtman et al, 2017;Kabadayi, 2016;Mohammadi & Moradi, 2017;Okeke & Mtyuda, 2017;Zunker, 2012). These studies recognise the distinction between a sophisticated and complex approach, and provide the opportunity of using a more holistic research framework.…”

Section: Methodological and Theoretical Assumptions Of The Observatiomentioning

confidence: 99%

Education for Sustainable Development: The Choice of Pedagogical Approaches and Methods for the Implementation of Pedagogical Tasks in the Anthropocene Age

Fedosejeva

Boče

Romanova

et al. 2018

Sustainable education and education for sustainable development (ESD) have witnessed a deserved number of research studies in the recent years. The present article proposes a holistic research framework for the research on sustainable education and education for sustainable development in the 21st century. The article aims to choose a more holistic research perspective by avoiding a piecemeal approach in education research. Moreover, it proposes some strategically important ideas about the use of approaches and methods for sustaining the generational readiness for sustainable development. The paper proposes a general framework for pedagogy and practice for ESD research which is open, holistic, strategic, sustainable, and integrated. A broader perspective has been developed as the relation of the ecological–cultural–social environment aspects seen in a broader adaptive evolutionary sense as a condition necessary for the development of a human species and the development of these conditions in the evolutionary process. The choice of a broader perspective is proposed by relating it to an observational study on Generation Z that many educators, social scientists and the populations have already started recognising as one of the participants in the intergenerational process. The phenomenon of Generation Z is new; its features have not fully revealed in their apparent form, yet. Furthermore, the generation has not reached its maturity yet, but the development of this phenomenon is inextricably related to the issue of generational commitment, which is also related to the evolutionary development. The observational study has been carried out by involving participants from VECC Daugavpils Vocational School. The evaluation of the participants’ real experience in a wider and broader framework has been used to draw strategic conclusions, which will help keep focus on the need to sustain generational readiness for sustainable development in the harmonisation of the choice of pedagogical approaches and methods.