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

Gedžūne, Inga; Gedžūne, Ginta

doi:10.2478/v10099-011-0004-2

Cited by 15 publications

(15 citation statements)

References 37 publications

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“…Through the process of engaging in action research, teachers gain deep insights into how they are working whilst looking forward to their future practices (Kraft, 2002) which enables them to ëtransformí in their thoughts, feelings and actions in a paradigm shift. Gedzune and Gedzune (2011) concluded that students through action research developed reflective skills on ecological consciousness and building sustainable and inclusive relationships with the world. In a study by Salite (2008), teachersí research skills were developed by involving them in action research.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Education for Sustainable Development: Experiences from Action Research with Science Teachers

EL-Deghaidy¹

2012

Discourse and Communication for Sustainable Education

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Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Education for Sustainable Development: Experiences from Action Research with Science Teachers

EL-Deghaidy¹

2012

Discourse and Communication for Sustainable Education

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“…These were all theoretical papers or papers containing case studies or qualitative methodology. The divide between anthropocentric/non-anthropocentric approaches was used in articles by SalÓte, Ged˛˚ne and Ged˛˚ne (2009), Kostoulas-Makrakis (2010), Ged˛˚ne and Ged˛˚ne (2011), and Buttigieg and Pace (2013) ñ these authors used this divide mainly to evaluate the views of research participants. The critique of anthropocentrism was oriented mostly toward normative definitions and approaches in the field of sustainability (Bentham, 2013;Cutanda & Murga-Menoyo, 2014;Eriksen, 2013;Mandolini, 2007;Pipere & MiËule, 2014;Smith, 2011).…”

Section: Research Paradigms (Jtefs 2005ñ2014)mentioning

confidence: 99%

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

Pipere

Veisson

Salīte

2015

Journal of Teacher Education for Sustainability

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This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research (BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the Journal of Teacher Education for Sustainability (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005ñ2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.To achieve its goals, research in any discipline needs to be disseminated both locally and globally, and for novel fields of study, the establishment of academic periodicals designates a certain maturity and illustrates striving towards academic quality and recognition. This extensive paper is the first attempt to focus on research in the field of teacher education (TE) for sustainability through the publications of the Journal of Teacher Education for Sustainability from 2005 to 2014. This period coincides with the UN Decade of Education for Sustainable Development (DESD); therefore, framing the research development in TE in line with local and global needs and contexts.

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“…Thus, by means of this project, a transversal and interdisciplinary treatment of environmental education will be promoted in different teacher training programmes. In that way, due to the great influence of teachers and teaching as agents of change in society, this educational experience developed in teacher training programmes is expected to contribute to the attainment of the environmental education objectives and to promote the sustainable development (Fien, 1995;Ilisko, 2007;Ged˛˚ne & Ged˛˚ne, 2011). …”

Section: Discussionmentioning

confidence: 99%

“…/jtes-2014 people, society and the environment (Hicks & Holden, 1995;United Nations [UN], 1992). Consequently, it is necessary to incorporate respect for nature in educational programmes so that society becomes aware of the environmental problems and interacts with nature in a sustainable way (Ged˛˚ne & Ged˛˚ne, 2011;Wellie, 2002).…”

Section: Introductionmentioning

confidence: 99%

Educative Experience of the Use of Concept Mapping in Science and Environmental Teacher Training Programmes

Pedrajas

Varo-Martínez

2014

Journal of Teacher Education for Sustainability

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Environmental education in the 21 st century requires well-instructed teachers with teaching and communication abilities. This paper presents an educational experience developed in several biology and environmental teacher training courses and focused on the treatment of environmental education as a transversal educational topic. For that aim, text analysis techniques, concept mapping and informatics tools have been used to represent individual and collaborative knowledge about environmental topics. 69 students participated in the research. Data about the educational activities developed by the participants have been collected. Furthermore, students have expressed their opinions on the formative process by means of an opinion survey. The outcomes of this study reveal that future teachers and environmental educators consider that concept mapping is a valuable tool to represent their knowledge about environmental education, to encourage reflexive and collaborative learning, to improve teaching communicative abilities and to use effectively ICT in the classroom.

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

Abstract: The

Cited by 15 publications

References 37 publications

Education for Sustainable Development: Experiences from Action Research with Science Teachers

Education for Sustainable Development: Experiences from Action Research with Science Teachers

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

Educative Experience of the Use of Concept Mapping in Science and Environmental Teacher Training Programmes

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