Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course

Merritt, Eileen G.; Hale, Annie; Archambault, Leanna

doi:10.3390/su11010155

Cited by 53 publications

(45 citation statements)

References 40 publications

(64 reference statements)

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“…The level of acquisition of two competencies of sustainability as well as a possible change in consumption habits was therefore measured. As in almost all behavioral surveys, only environmental variables were measured [26,47,48]. The EF, an instrument tested in HE and more particularly in teacher training [1], and a rubric adapted to teacher training [30] to measure the students' level of acquisition of competencies of sustainability were used in this research.…”

Section: Discussionmentioning

confidence: 99%

“…It should be included in the curriculum as universities are responsible for training citizens and need to promote sustainable consumption patterns [25]. In this study, the students' competencies in sustainable consumption were not measured specifically [26][27][28]. What was examined was whether there was a change in the students' consumption habits after implementing the pedagogical approaches.…”

Section: Introductionmentioning

confidence: 99%

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Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

et al. 2019

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Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

et al. 2019

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“…Moral education is fundamentally needed in contemporary times, as rapid degeneration of moral values has been witnessed [2]. The aim of moral education for sustainability is to inspire, propel, and equip the learners with adequate skills, awareness, and values, so that a sustainable future can be produced [3]. It was mentioned in the report of United Nations Educational, Scientific and Cultural Organization (UNESCO) that communities today are gradually losing traditional ethics and values.…”

Section: Introductionmentioning

confidence: 99%

Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan

et al. 2020

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Sustainable development is promoted when the system of education provides the learners with an opportunity to equip themselves with moral values, skills, and competences that assist them in effecting personal and community positive changes. For this purpose, teachers play an important role as moral agents, and students consider the teacher a role model. Therefore, the understanding and beliefs of teachers regarding moral education play a pivotal role in grooming the personality of the learners. This comparative study aimed to assess the practices and beliefs of university teachers regarding moral education in China and Pakistan. A mixed-method approach was used and data analysis was performed by using an interactive model and ANOVA. Responses of twelve tertiary teachers were collected from Pakistan and China for qualitative analysis. Seven themes were constructed that categorized teachers' practice in the classroom and their beliefs regarding moral education. For quantitative analysis, 300 teachers' responses were collected using a validated questionnaire. The results showed that the majority of Pakistani teachers hold a conservative mindset. According to the Pakistani teachers' perspective, sovereignty of divine laws, loyalty to the constitution of the state, and a sense of serving society were the ultimate aims of moral education. Chinese teachers were promoting a political ideology that stressed collectivism in a socialist approach, with family and social values being most relevant. Not a single teacher reported using a theoretical or research-based approach while teaching in the class. In the light of the dearth of literature, this study has implications for future research in the field of English as a Foreign Language (EFL) and Islamic Studies in higher education, as it is a longitudinal study that provided insight into how teachers' beliefs and attitudes are shaped over time and from moral educational experiences.

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“…ESD aims to produce a sustainable future through education (Merritt, Hale, & Archambault, 2019), thus ESD becomes increasingly important at all levels of education, including tertiary or university education (Bedawy, 2014). In order for this goal to reach students, the first attitude and sustainable thinking must be possessed first by the teacher or prospective teacher.…”

Section: Introductionmentioning

confidence: 99%

Exploring knowledge of prospective biology teacher about Education for Sustainable Development

Novidsa

Purwianingsih

Riandi

2020

JPBI

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Education for Sustainable Development (ESD) is crucial program hold by United Nations in realizing the Sustainable Development Goals (SDGs). It is necessary to prepare competent teacher which can be started with debriefing through lectures. The purpose of this study was to analyze the prospective biology teacher's knowledge about ESD. The ESD competencies which were analyzed in this study including knowledge, actions, ethical values, attitudes, and emotions. The research subjects used were 30 students of their third year biology teacher education and taking Kapita Selekta Biology course in Universitas Pendidikan Indonesia (UPI). This descriptive study used a questionnaire about knowledge on ESD given to prospective biology teachers before they were given a briefing about ESD. The data gained were analyzed using percentage. The results showed that the persentage of knowledge of prospective biology teachers about ESD was still low (under 50%). Based on the findings, it is necessary to do ESD debriefing so that prospective biology teachers are able to integrate ESD in their learning design

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Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course

Cited by 53 publications

References 40 publications

Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan

Exploring knowledge of prospective biology teacher about Education for Sustainable Development

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