scholarly journals Novice Teachers’ Beliefs and Knowledge about Education for Sustainable Development

2020 ◽  
Vol 44 ◽  
pp. 34-44
Author(s):  
Olena Zhukova ◽  
Ilona Fjodorova ◽  
Dzintra Iliško
Keyword(s):  
Sustainable Development ◽  
Novice Teachers ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Study Data ◽  
Structured Interviews ◽  
Group Discussions ◽  
Teachers Beliefs ◽  
Collection Methods

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.

scholarly journals Implementing English-medium instruction

2021 ◽  
Vol 44 (2) ◽  
pp. 129-153
Author(s):  
Kari Sahan
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
State University ◽  
Structured Interviews ◽  
Language Preference ◽  
Group Discussions ◽  
Engineering Programs ◽  
English Medium Instruction ◽  
University Department

Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

scholarly journals Why Context Matters for Educational Policy – Analysing Interactive Practice in the Governance of Education for Sustainable Development in Germany

2020 ◽  
Vol 2020 (04) ◽  
pp. 25-29
Author(s):  
Janne von Seggern ◽  
Mandy Singer-Brodowski
Keyword(s):  
Sustainable Development ◽  
Focus Group ◽  
Educational Practice ◽  
Education For Sustainable Development ◽  
Educational Policies ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Civil Society Organisations ◽  
The Individual ◽  
International Character

The implementation of global educational policies such as Education for Sustainable Development (ESD) entails different national strategies despite its international character. In Germany, the transfer of ESD is characterized by a multi-actor process including representatives from academia, administration, civil society organisations (CSOs), and educational practice – coordinated by the national state. On the basis of five focus group discussions, we examined how the individual actors coordinated their actions in this process. The results show that the communicative interactions of multi-actor processes mirror the specificity of the education sectors’ structures and dynamics. In our analysis, we thus conclude that ESD governance is more than a question of national and regional structures: we argue that an understanding of the structures and cultures of the involved educational areas can contribute to a differentiated knowledge for future ESD policies.

Media Education for Sustainable Development

2020 ◽  
pp. 137-153
Author(s):  
Hossam Mohamed Elhamy
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Development Communication ◽  
Development Education ◽  
Program Content ◽  
Education Decision ◽  
Teaching Learning ◽  
Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

scholarly journals Opportunities and Challenges in the Ethiopian Bamboo Sector: A Market Analysis of the Bamboo-Based Value Web

2019 ◽  
Vol 11 (6) ◽  
pp. 1644 ◽  
Author(s):  
Jessie Lin ◽  
Saurabh Gupta ◽  
Tim Loos ◽  
Regina Birner
Keyword(s):  
Product Diversification ◽  
Value Addition ◽  
Structured Interviews ◽  
Group Discussions ◽  
Product Lines ◽  
Potential Source ◽  
Key Stakeholders ◽  
Effective Training ◽  
Challenges And Opportunities ◽  
Collection Methods

Bamboo is one of the more important natural resources in Ethiopia and contributes to the bioeconomy as a potential source for high-value products. While the country is the largest producer of bamboo in Africa, the existing utilization of the bamboo sector in Ethiopia remains under-developed, with little value addition. This study identifies the current market challenges and opportunities for future developments of the northern Ethiopian bamboo sector, with a focus on the Injibara township. This research adopts the “value web” approach to assess the potentials of different product lines that create the bamboo biomass value web. We utilize qualitative data collection methods, in particular, semi-structured interviews and informal focus group discussions with key stakeholders. Our findings suggest that bamboo farmers in Injibara are constrained by a lack of local demand and market for bamboo products with high-value addition, leading to an absence of product diversification and innovation. Furthermore, there is an overreliance on foreign technology and methods that are poorly matched for local needs. We recommend that policymakers invest in targeted and effective training strategies on bamboo cultivation and processing. Furthermore, farmers can benefit from decreasing their reliance on middle men with cooperatives or contract arrangements.

scholarly journals We Learnt a Lot: Challenges and Learning Experiences in a Southern African—North European Municipal Partnership on Education for Sustainable Development

2020 ◽  
Vol 12 (20) ◽  
pp. 8607
Author(s):  
Kerstin Sonesson ◽  
Birgitta Nordén
Keyword(s):  
Sustainable Development ◽  
Transformational Learning ◽  
Education For Sustainable Development ◽  
Three Dimensions ◽  
Global Learning ◽  
Structured Interviews ◽  
Team Members ◽  
Critical Knowledge ◽  
Knowledge Formation ◽  
Development Goals

This study investigates a reciprocal partnership between two cities in Namibia and Sweden to deepen the understanding of challenges and learning outcomes in a project on education for sustainable development. Since 2008, two municipalities have developed a strong partnership via The Municipal Partnership Programme at the Swedish International Centre for Local Democracy. Municipal partnerships are results-oriented collaborations in joint projects on sustainability. The purpose is to describe how eight team members in the mutual South-North project, by addressing similar problems in different contexts, experienced challenges in the implementation of the project plan, solutions and learning processes. Semi-structured interviews were conducted at the end of the second project year. Transcripts and field notes were analysed using a phenomenographic approach and contextual analysis. Five main categories of description based on collective statements and three dimensions of learning were recognised in the research data. The analysis identifies strategies for critical knowledge formation and capability building to support mutual learning in South-North Municipal Partnerships. The concluding discussion spots the learning dimensions—how sharing experiences by justifying non-formal and transformational learning promotes organisations’ readiness for knowledge formation by conducting mutual global learning towards sustainable development goals.

Examining cohort models in the education doctorate

2020 ◽  
Vol 11 (3) ◽  
pp. 249-262
Author(s):  
Andrew S. Leland ◽  
William A. Firestone ◽  
Jill A. Perry ◽  
Robin T. McKeon
Keyword(s):  
Group Dynamics ◽  
Teaching And Learning ◽  
Study Data ◽  
Collective Learning ◽  
Third Party ◽  
Degree Programs ◽  
Structured Interviews ◽  
Content Type ◽  
Education Doctorate ◽  
Study Approach

Purpose This study aims to present a thematic analysis on cohort-based teaching and learning from four education doctorate degree programs. Recommendations are then presented to other scholars engaging in research on cohort-based, graduate degree programs. Design/methodology/approach Yin’s (2018) embedded, multiple case study approach guided the design of this study. Data collection consisted of three- to four-day site visits to each program and included the following data sources: program documents (e.g. handbooks, syllabi and third-party evaluations), class observations and semi-structured interviews with students, faculty and program directors. Findings This study describes how collaboration and collective learning were key components in each program’s coursework and milestone expectations, arguing that such an emphasis contributed to opportunities for collaboration and collective learning experiences. Originality/value Research has documented a number of outcomes associated with cohort-based programs in terms of group dynamics. The authors examine this quality further by showing how specific structures and practices within each program’s cohort model supported not only peer collaboration but also overall student learning.

scholarly journals Education for Sustainable Development (ESD) in China’s Local Primary Schools: A Pilot Study

2020 ◽  
Vol 9 (4) ◽  
pp. 118
Author(s):  
Ronghui (Kevin) Zhou
Keyword(s):  
Sustainable Development ◽  
Pilot Study ◽  
Primary Education ◽  
Primary Schools ◽  
Education For Sustainable Development ◽  
Urban China ◽  
Current Status ◽  
Structured Interviews ◽  
Definition Of ◽  
Education Support

This study discusses the current status of ESD implementation in three primary schools and examines factors that have impacted the implementation of ESD in a district of an urban Chinese cities. Semi-structured interviews were conducted with three primary school principals and three school teachers. Thematic analysis was used to analyze the data. Three themes emerged that have impacted ESD implementation in this pilot study are discussed: the definition of ESD, lack of local education support, and exam pressures. The results suggested that ESD is underdeveloped in the selected context of urban China. Further investigation is required to capture the whole scope of ESD implementations in China’s primary education.  Keywords: Education for Sustainable Development; Primary Education; Case Study; Teacher and Principal; China 

scholarly journals Students and education for sustainable development – what matters? A case study on students’ sustainability consciousness derived from participating in an ESD project

2019 ◽  
Vol 13 (2) ◽  
pp. 6
Author(s):  
Majken Korsager ◽  
Eldri Scheie
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Large Scale ◽  
Holistic Approach ◽  
Education For Sustainable Development ◽  
Social Dimension ◽  
Economic Dimension ◽  
Explicit Teaching ◽  
The Impact

AbstractThis article presents a qualitative case study exploring how students’ partici-pation in a project about sustainable development (SD) influences their sustainability consciousness. Sustainability consciousness is a concept that integrates the environmental, economic and social dimensions of SD with knowledge, skills and attitudes. This study follows up the results from a recent quantitative large-scale study conducted in Sweden, investigating the impact of education for sustainable education (ESD) on students’ sustainability consciousness. Results from our study show that the students’ sustainability consciousness is dominated by a mono-dimensional approach from the environmental perspective. However, their motivation to act (Attitudes) was highest within the economic dimension. The skills they expressed they had attained, were mainly practical and mostly within the environmental dimension and to some extent the social dimension. Analysis of the project showed both a lack of collaboration between the teachers and a lack of explicit teaching, which could explain why the holistic approach to SD was under-communicated to the students. The students’ sustainability consciousness seemed improved after a re-design of the ESD project, where the main changes were more explicit teaching and learning goals, and adding Norwegian as a subject. The results are discussed in relation to what should be emphasized in ESD projects in order to empower pupils and students for action competence for SD.Keywords: education for sustainable development, students’ sustainability consciousnessElever og utdanning for bærekraftig utvikling – hva er viktig? En case-studie om elevers bærekraftbevissthet etter deltakelse i et prosjekt om bærekraftig utviklingSammendragDenne artikkelen presenterer en kvalitativ case-studie som utforsker hvordan elevers deltakelse i et prosjekt om bærekraftig utvikling påvirker deres bærekraftbevissthet. Bærekraftbevissthet er et konsept som integrerer den miljømessige, økonomiske og sosiale dimensjonen av bærekraftig utvikling med kunnskap, ferdigheter og holdninger. Denne studien følger opp resultatene fra en nylig kvantitativ storskalaundersøkelse gjennomført i Sverige, der effekten av utdanning for bærekraftig utvikling (UBU) på elevers bærekraftbevissthet er undersøkt. Resultatene fra denne studien viser at elevenes bærekraftbevissthet domineres av en mono-dimensjonal tilnærming fra miljøperspektivet. Men deres motivasjon til å handle (Holdninger) var høyest innenfor den økonomiske dimensjonen. De ferdighetene de uttrykte de hadde oppnådd, var hovedsakelig praktiske og for det meste innenfor miljødimensjonen og noen innen den sosiale dimensjonen. Analyse av prosjektet viste at det var både mangel på samarbeid mellom lærerne og mangel på eksplisitt undervisning, noe som kunne forklare hvorfor den holistiske tilnærmingen til bærekraftig utvikling ble underkommunisert til elevene. Elevenes bærekraftbevissthet ble forbedret noe etter re-design av prosjektet, hvor hovedendringene var mer eksplisitt undervisning og læringsmål samt å inkludere norsk som emne. Resultatene diskuteres med sikte på hva som bør vektlegges i prosjekter i bærekraftig utvikling for å gi elever og studenter handlingskompetanse i bærekraftig utvikling.Nøkkelord: utdanning for bærekraftig utvikling, elevers bærekraftbevissthet

scholarly journals Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras

2021 ◽  
Author(s):  
◽  
Maria Auxiliadora Cerrato Corrales
Keyword(s):  
New Zealand ◽  
Teaching Practice ◽  
Study Data ◽  
Leadership Role ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Capital Cities ◽  
Beliefs And Practices ◽  
Teachers Beliefs

<p>The main purpose of this comparative study was to explore how teachers of four to five year old children in New Zealand and Honduras translate their beliefs regarding children’s leadership into practice. This study has the potential to increase our understanding of beliefs and practices that will assist teachers in supporting children’s leadership. The study used a comparative case-study design in order to look at similarities and differences between the two cases, focusing on two early childhood centres from low socio-economic areas in the capital cities of each country. Two teachers from each centre were asked to be participants in the study. Data was gathered through semi-structured interviews, participant observations, and documentation. The findings suggest that both New Zealand and Honduran teachers translate their beliefs regarding children’s leadership into practice. However, the findings showed significant differences between New Zealand teachers’ child-directed and Honduran teachers’ teacher-directed beliefs and practices. The teachers in the New Zealand settings encourage leadership by empowering the children to deliberately take a leadership role, while the teachers in the Honduran settings encourage leadership by allocating opportunities for the children to take a leadership role. In addition, the teachers in New Zealand highlighted their belief and practice concerning children sharing leadership, while the concept of sharing leadership was not emphasized by the Honduran teachers. This study suggests the importance of teachers reflecting on their beliefs regarding children’s leadership and how these guide their teaching practice in order to support children’s leadership.</p>

scholarly journals Strengthening Social Resilience through Education for Sustainable Development - Building a Monitoring and Evaluation Framework and Improvement Mechanisms

Impact ◽  
2021 ◽  
Vol 2021 (4) ◽  
pp. 8-9
Author(s):  
Yuto Kitamura
Keyword(s):  
Sustainable Development ◽  
Southeast Asia ◽  
Teaching And Learning ◽  
Monitoring And Evaluation ◽  
Education For Sustainable Development ◽  
Evaluation Framework ◽  
Social Resilience ◽  
Education Policies ◽  
Common Framework ◽  
Just Society

Education for Sustainable Development (ESD) empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, while respecting cultural diversity. Professor Yuto Kitamura, Graduate School of Education, University of Tokyo, Japan, is investigating how ESD affects the perception, consciousness and attitude of students and teachers. The goal is to develop a common framework and indicators to effectively monitor and assess the impacts of ESD at the school and institution level. Research at the Center for Advanced School Education and Evidence-based Research (CASEER) entitled 'Strengthening Social Resilience through Education for Sustainable Development-Building a Monitoring and Evaluation Framework and improvement mechanism' is seeking to enhance the quantity and quality of ESD. To do this, Kitamura and the team are exploring education policies in developing countries, with a focus on Southeast Asia where countries are starting to recognise the importance of ESD but have yet to implement them sufficiently. Therefore, the research of Kitamura and the team can assist with effectively incorporating ESD into teaching and learning activities. It will also help with monitoring and evaluating the impacts of ESD, which is something with which some countries in Southeast Asia are struggling. The goal of the research is to present a standard model consisting of a set of indicators and a questionnaire survey that can shed light on the present situation as well as future developments. When being implemented, the model can be modified according to the country and society in question.

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