2014
DOI: 10.1016/j.sbspro.2014.01.682
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Holistic Approach in Reorienting Teacher Education towards the Aim of Sustainable Education: The Case Study from the Regional University in Latvia

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Cited by 19 publications
(8 citation statements)
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“…The results of this study indicate that the novice teachers tend to focus largely on individual aspects of sustainability and ESD, failing to see the whole picture and trace the interdependence of all dimensions of sustainability. In addition, they appear to lack "a deeply personal philosophical vision" (Badjanova et al, 2014) of sustainability and ESD. Many teachers seem to be well aware of the ecological dimension of the sustainability and ESD; however, they tend to neglect other dimensions.…”
Section: Discussionmentioning
confidence: 99%
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“…The results of this study indicate that the novice teachers tend to focus largely on individual aspects of sustainability and ESD, failing to see the whole picture and trace the interdependence of all dimensions of sustainability. In addition, they appear to lack "a deeply personal philosophical vision" (Badjanova et al, 2014) of sustainability and ESD. Many teachers seem to be well aware of the ecological dimension of the sustainability and ESD; however, they tend to neglect other dimensions.…”
Section: Discussionmentioning
confidence: 99%
“…According to the forthcoming general education reform in Latvia, teachers in all subjects soon will have to incorporate a holistic competency-based approach into their teaching practices and teach according to the principles of ESD. At the same time, over the past years, a large amount of studies has clearly demonstrated that teachers from different subjects perceive and understand sustainability and ESD differently (Borg, Gericke, Höglund, 2012;Boon, 2011;Uitto & Saloranta, 2017;Badjanova, Iliško, & Drelinga, 2014;Evans, Whitehouse, & Hickey, 2012).…”
Section: Introductionmentioning
confidence: 99%
“…A critical review of literature suggested that there was a worldwide acceptance of integrating ESD at all levels of education irrespective of the discipline (Altomonte, Rutherford, & Wilson, 2012;Badjanova, Iliko, & Drelinga, 2014;Burmeister & Eilks, 2012;Chhokar, 2010;Darwish, Agnello, & Burgess, 2010;Dawe, Gant, & Taylor, 2003;H‰gglund & Samuelsson, 2009;Robinson, 2004;Tilbury, 2007). Since all levels of education system have a symbiotic relationship in which teachers are like bridges, to bring sustainability into our classrooms at any level, it is crucial to address sustainable development first in teacher education programs.…”
Section: Moving Towards Deeper Engagement With Education For Sustainamentioning
confidence: 99%
“…The concern for all life forms, commitment to working with and for others in the interests of equality, equity and sustainability lies at the core of education as such (Tilbury, 1995, p. 201) and takes TE to the level of being responsible for nurturing those qualities in future teachers as well. Holistic approach gives future and practicing teachers and teacher educators a wider perspective to view their practice from the point of interconnectedness of political, social, cultural and economic factors of sustainability (Badjanova, Iliško & Drelinga, 2014, pp. 2931–2932).…”
Section: Theoretical Framework Of the Studymentioning
confidence: 99%