Journal of Teacher Education for Sustainability after the UN Decade of Education for Sustainable Development: Exploring for the Future

Abstract

This study aims to explore the research orientation of the papers published in the Journal of Teacher Education for Sustainability (JTES) immediately after the UN Decade of ESD (2015–2018). Through following the guidelines of bibliometric study and literature review, and by grounding on the deductive qualitative and quantitative content analysis, the paper presents the analysis of the main bibliometric indicators and research paradigms in the papers published in JTES. Moreover, the changes in these indicators and paradigms in comparison with those encountered in JTES from 2005 to 2014 were recorded and critically inspected. In general, the study shows the gradual improvement and development of main bibliometric indicators and research paradigms in last four years of JTES. The main recommendations and suggestions provided in the previous study have been implemented and considered in the Journal’s general features and published papers, though, the current exploration indicates also some unrealized potential for improvement. At the end of paper the author states the main conclusions, limitations, suggestions for the further research and prospective development of the Journal, as well as some implications for the potential authors of JTES.

Teachers’ Professional Development Needs: A Q Method Analysis

“…Furthermore, because professional skills are important in teaching activities, the students expect more from teachers (Cumming, 2011). As can be seen, professional development of the teachers is more important than ever before (Evans, 2019;Guskey, 2002;Zein, 2017;Pipere, 2019).…”

Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

“…We believe that the CRESE Scale is a measure that can be used for multiple purposes in Turkey, especially in teacher education. Because there is a great need for the culturally relevant teacher training programs in Turkey regarding Turkeyís cultural diversity and teachersí assign system (Aydin & Kaya, 2017, 2019Aydin, Gundogdu, & Akgul, 2019;Kotluk & Kocakaya, 2018a, 2018b, 2019. We would like to highlight two implications:…”

“…Compared to other countries, teachers are trained in Turkey, as if they would encounter a single student profile throughout their professional lives, in contrast with the reality of Turkey (Aydin, 2013;Kotluk, 2018;Kotluk & Kocakaya, 2018a, 2018b, 2019. In other words, teachers are not trained to teach in a multicultural environment in their preparatory education so that teachers and school principals have limited knowledge and skills in working with CLD students (Kotluk & Kocakaya, 2018b).…”

“…However, as two researchers in this study, we tried to find whether there were studies about CRE. As a result, except for some studies (Kotluk, 2018;Kotluk & Kocakaya, 2018a, 2018b, 2019Paksoy, 2017;Tuncel, 2017), there were no studies particularly related to CRE that inclusively examined teachersí CRE self-efficacy perceptions in Turkey. Herein lays the purpose of the current study.…”

“…In other words, teachers are obliged to respond to cultural differences in the classes through curriculum and instruction, through teaching strategies, materials, and programs that relevant and responsive to student needs, as well as sustain-foster studentsí culture to improve their academic, social, and emotional development. In line with education for all and equity in education, it is important to arrange the educational process with such a way that it will include all these students in Turkey (Kotluk & Kocakaya, 2018a;2018b;2019). For some, this way to teaching CLD students is called culturally relevant pedagogy (Ladson-Billings, 1995a, 1995b, 2014Heasly et al, 2019Heasly et al, ,2020Pipere, 2019); some refer to it as culturally responsive teaching (Gay, 2002(Gay, , 2010(Gay, , 2013(Gay, , 2018; some use the title of culturally sustaining pedagogy (Paris, 2012;Paris & Alim, 2014; or finally it may be called culturally relevant education (Aronson & Laughter, 2016).…”