scholarly journals Analysis of the perception of Secondary School Teachers in education for sustainable development

2018 ◽  
Vol 36 (3) ◽  
pp. 141
Author(s):  
Miguel Risco Torres ◽  
Gisela Cebrián
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Education For Sustainable Development ◽  
School Teachers

scholarly journals Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste

2019 ◽  
Vol 11 (4) ◽  
pp. 1173 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Waste Management ◽  
Secondary School Teachers ◽  
Technological Development ◽  
School Teacher ◽  
Teacher Education Programs ◽  
Secondary School Teacher ◽  
School Teachers ◽  
Amount Of Knowledge

The framework of sustainable development encompasses a series of behaviours which include the proper management of the waste we produce. This concept should be addressed in classrooms to ensure proper waste management. The amount of knowledge of the teachers and the inclusion of these concepts in the education curricula are essential factors when providing proper teaching about waste and waste management. The general objective was to analyse the amount of knowledge about waste of teachers in training within the framework of sustainable development. The sample consisted of 72 secondary school teachers in training belonging to three scientific-technological areas (Physics & Chemistry, Biology & Geology, and Technology). The methodology used was exploratory and quantitative. As a measuring instrument, a questionnaire was elaborated based on the educational curricula and based on previous research, made up of five categories (Waste and Society, Regulations, Awareness, Technological Development, and Typology). The results of the study show that teachers in training lack knowledge regarding waste. Within teacher education programs, it is, therefore, necessary to address issues of sustainability including waste in order to prepare teachers that are competent and willing to teach such important topics.

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

2018 ◽  
Vol 20 (1) ◽  
pp. 64-81 ◽  
Author(s):  
Eveline O. Anyolo ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Teaching Practices ◽  
School Curriculum ◽  
Education For Sustainable Development ◽  
Future Generations ◽  
Structured Interviews ◽  
School Teachers ◽  
Senior Secondary School ◽  
Senior Secondary

Abstract 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.

scholarly journals Teachers’ Values Related to Sustainable Development in Polish and Latvian Secondary Schools

2015 ◽  
Vol 6 (1) ◽  
pp. 127-131 ◽  
Author(s):  
Eugeniusz Świtała
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Secondary School ◽  
Social Development ◽  
Secondary School Teachers ◽  
Values Education ◽  
Point Of View ◽  
School Teachers ◽  
Doctoral Thesis ◽  
Research Results

Abstract The aim of the paper is to present the results of the research on highlighting values related to sustainable development in Poland and Latvia by secondary school teachers and to compare two models by the use of action research. The research is presented as a process of identifying values mainly from the point of view of social development which is an important component of sustainable development. The research results presented below provide a picture of a comparison between Polish and Latvian secondary school teachers’ views on values related to sustainable development and the process of values education. The paper is based on the doctoral thesis of the author.

Mental Health of Secondary and Higher Secondary School Teachers - An Analysis

2012 ◽  
Vol 3 (2) ◽  
pp. 117-119
Author(s):  
P.Pachaiyappan P.Pachaiyappan ◽  
◽  
Dr. D.Ushalaya Raj Dr. D.Ushalaya Raj
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers
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