scholarly journals Drama in Education for Sustainable Development: Preservice Preschool Teachers on Stage

2018 ◽  
Vol 7 (5) ◽  
pp. 102 ◽  
Author(s):  
Tugce Akyol ◽  
Deniz Kahriman-Pamuk ◽  
Ridvan Elmas
Keyword(s):  
Sustainable Development ◽  
Cultural Awareness ◽  
Positive Impact ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Drama In Education ◽  
Educational Drama ◽  
Childhood Education ◽  
Economic Ground ◽  
Field Notes

Early childhood education for sustainable development roots on environmental, socio-cultural and economic ground for encouraging lifelong learning and improving values and behaviors that support sustainable development such as use of natural resources, cultural awareness, gender equality, and democracy. Educational drama contributes to the development of skills necessary for sustainable development such as communication, cooperation and decision-making. This study has two main objectives: the former is to raise awareness and to develop these skills of pre-service teachers by organizing drama activities in Education for Sustainable Development (ESD); the later objective is to implement and to evaluate the activities based on the data collected from pre-service teachers and from one specific pre-school teacher, in whose classroom these activities were carried out. Phenomenographic approach was adapted for the current study and the data was collected through interviews, photos, and field notes. The study shows that the drama activities increase awareness and improve skills for ESD within pre-service teachers. Furthermore, opinions and experiences of the pre-service teachers and the preschool teacher state that drama has positive impact on learning of pre-school children about sustainable development.

scholarly journals Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

2011 ◽  
Vol 13 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Inga Gedžūne ◽  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Frame Of Reference ◽  
Primary School Teacher ◽  
Ecological Consciousness ◽  
Research In Education

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable DevelopmentThe paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.

scholarly journals Belief system of future teachers on Education for Sustainable Development in math classes

Uniciencia ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 1-30
Author(s):  
Claudia Vásquez ◽  
María José Seckel ◽  
Ángel Alsina
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Belief System ◽  
Education For Sustainable Development ◽  
Mathematical Education ◽  
Childhood Education ◽  
Interpretative Approach

This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.

scholarly journals Education for sustainable development in early childhood education in Finland

2013 ◽  
Vol 15 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Jyrki Reunamo ◽  
Liisa Suomela
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Tree Model ◽  
Specific Content ◽  
Childhood Education ◽  
The Social ◽  
Education And Care

Abstract In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed

scholarly journals Socio-environmental survey of a forest hamlet proximate to Neora Valley National Park in the Eastern Himalayas, India

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Sayan Bhattacharya ◽  
Sudipta De ◽  
Arkajyoti Shome ◽  
Abhishek Dutta
Keyword(s):  
Sustainable Development ◽  
Ecosystem Services ◽  
Forest Management ◽  
National Park ◽  
Positive Impact ◽  
Indian Subcontinent ◽  
Primary Data ◽  
Eastern Himalayas ◽  
Field Notes ◽  
The Village

The Eastern Himalayas have significant impact on the climate and biodiversity of the Indian Subcontinent. The Himalayan region has shown consistent warming trends in recent times, which can significantly affect the biodiversity, agriculture and local livelihoods. Many scattered hamlets are found in this zone and some of them are proximate to the forests enriched with endemic biodiversity. Icchey Gaon (27.1336oN, 88.5657oE; Altitude 5,600 feet) is a small village situated in Kalimpong district, India in the Eastern Himalayas. Icchey Gaon is situated proximate to Neora Valley National Park, which is located in the Eastern Himalayas as a global ‘biodiversity hotspot’. The village is one of the newest tourist destinations in the Eastern Himalayas. The village area is also a centre of Cinchona plantation since 19th century. The adjacent areas of Icchey Gaon have extensive coverage of Cinchona plantation. The survey work was done in April, 2017 by visiting Icchey Gaon village in Kalimpong, West Bengal. The study focuses on an interdisciplinary understanding of the physical and cultural environment of the forest and mountain areas. The survey work integrates the perspectives of human and social ecology, ecosystem services and sustainable development. Primary data were gathered through field survey and direct contact with common people and authorized centres of the region. Structured questionnaires and semi-structured interviews supplemented by field notes were arranged to collect data from the village areas in Icchey Gaon. The length of each interview was about 40–50 minutes and was supplemented by field notes. Focuses were given on demography, agriculture, livestock management, traditional water management, education, culture, health, waste management, disaster management, biodiversity, joint forest management, ecosystem services and human animal conflict. Biodiversity of the region was documented by visiting the forest areas and the nature interpretation centre situated in Neora Valley National Park. There is an urgent need for implementing an integrated sustainable development system for the conservation of forest ecosystems and traditional human settlements in and around Neora Valley forest. Management strategies have been suggested for conserving the forest biodiversity and socio-economic condition of the hamlet. Bringing local communities into protected area management can have significant positive impact on long-term biodiversity conservation in the transboundary Himalayan landscapes. Extensive study is necessary in the Eastern Himalayas to explore the socio-ecological conditions in the context of climate change.

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