Adult Education Teachers’ Competencies for the Implementation of Sustainable Development

Siniša Kušić; Renata Hasel

doi:10.4312/as/9879

Avtorji

Siniša Kušić Univerza na Reki, Filozofska fakulteta, Hrvaška
Renata Hasel Prva reška hrvaška gimnazija, Reka, Hrvaška

DOI:

https://doi.org/10.4312/as/9879

Ključne besede:

trajnostni razvoj, izobraževanje odraslih za trajnostni razvoj, kompetence za trajnosti razvoj, kompetence učiteljev v izobraževanju odraslih

Povzetek

Predstavljamo rezultate raziskave, v kateri so sodelovali učitelji s področja izobraževanja odraslih na Hrvaškem. Cilj raziskave je bil ugotoviti, ali imajo ustrezne kompetence za implementacijo trajnostnega razvoja v učnem procesu. Učitelji, ki so sodelovali v raziskavi, so večinoma izrazili pozitiven odnos do trajnostnega razvoja, vendar pa so rezultati pokazali tudi nižjo raven poznavanja konceptov, povezanih s trajnostnim razvojem, ali z njim povezane izobrazbe. Čeprav v povprečju učitelji menijo, da razpolagajo s skoraj vsemi splošnimi ali specifičnimi kompetencami, potrebnimi za trajnostni razvoj, je njihova samoevalvacija pokazala, da le delno razpolagajo s kompetencami, ki so neposredno povezane z implementacijo trajnostnega razvoja v učnem procesu izobraževanja odraslih.

Metrike

Nalaganej metrik....

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Bentham, H. (2013). Clearing the path that has been laid: A conceptualisation of education for sustainable development. Journal of Teacher Education for Sustainability, 15(2), 25–41. https://doi.org/10.2478/jtes-2013-0009

Bertschy, F., Künzli David, C., & Lehmann, M. (2013). Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development. Sustainability, 5(12), 5067–5080. https://doi.org/10.3390/su5125067

Besong, F., & Holland, C. (2015). The Dispositions, Abilities and Behaviours (DAB) Framework for Profiling Learner‘s Sustainability Competencies in Higher Education. Journal of Teacher Education for Sustainability, 17(1), 5–22. https://doi.org/10.1515/jtes-2015-0001

Borg, C., Gericke, N., Höglund, H. O., & Bergman, E. (2012). The barriers encountered by teachers implementing education for sustainable development: Discipline bound differences and teaching traditions. Research in Science & Technological Education, 30(2), 185–207. https://doi.org/10.1080/02635143.2012.699891

Buiskool, B. J., Broek, S. D., Van Lakerveld, J. A., Zarifis, G. K., & Osborne, M. (2010). Key Competences for Adult Learning Professionals. Contribution to the Development of a Reference Framework of Key Competences for Adult Learning Professionals - Final Report. Research voor Beleid.

Cebrián, G., Junyent, M., & Mulà, I. (2020). Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments. Sustainability, 12(1), 579 –588. https://doi.org/10.3390/su12020579

Chinnasamy, J., & Daniels, J. (2019). The Role of Universities and Educators in Developing and Implementing Sustainable Developmental Goals. Studies in Adult Education and Learning, 25(3), 47–60. https://doi.org/10.4312/as.25.3.47-60

Ciegis, R., Ramanauskiene, J., & Martinkus, B. (2009). The Concept of Sustainable Development and its Use for Sustainability Scenarios. Engineering Economics, 2(1), 28–37.

Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39–50. https://doi.org/10.1080/10382040903545534

Evans, R. (2019). Education 2030 & Adult Learning: Global Perspectives and Local Communities – Bridges or Gaps? Studies in Adult Education and Learning, 25(3), 3–21. https://doi.org/10.4312/as.25.3.3-21

Grund, J., & Brock, A. (2020). Education for Sustainable Development in Germany: Not Just Desired but Also Effective for Transformative Action. Sustainability, 12(1), 1–20. https://doi.org/10.3390/su12072838

Klapan, A., Vrcelj, S., & Kušić, S. (2008). Cjeloživotno učenje i održivi razvoj – potreba redizajniranja odgojno-obrazovnih programa. In V. Uzelac & L. Vujičić (Eds.), Cjeloživotno učenje za održivi razvoj - Svezak 1 (pp. 287–292). Sveučilište u Rijeci, Učiteljski fakultet u Rijeci.

Kušić, S., Vrcelj, S., & Klapan, A. (2014). (Ne)obrazovni i (ne)odgojni ishodi obrazovanja. In N. Hrvatić, A. Lukenda, S. Pavlović, V. Spajić-Vrkaš, & M. Vasilj (Eds.), Pedagogija, obrazovanje i nastava – Svezak 1 (pp. 419–429). Fakultet prirodoslovno-matematičkih i odgojnih znanosti Sveučilišta u Mostaru.

Kušić, S., Vrcelj, S., & Klapan, A. (2015). Adults and “knowledge society”. In E. Juhász, V. Tomášová, & E. Petlák (Eds.), The Social Role of Adult Education in Central Europe (pp. 83–93). University of Debrecen, Department of Andragogy & Association for Development of Adult Education.

Kušić, S., Vrcelj, S., & Zovko, A. (2016). Didaktičke odrednice obrazovanja andragoga - komparativni pristup. Filozofski fakultet u Rijeci.

Kušić, S., Zovko, A., & Vrcelj, S. (2018). Andragogical competencies. In M. Demir (Ed.), The Proceedings & Abstracts of ICONASH 2018 Antalya (str. 23–29). ICSER-International Center of Social Sciences & Education Research.

Ličen, N. (2011). Učenje za spremembe v trajnostno naravnani skupnosti. In N. Ličen & B. Bolčina (Eds.), Neformalno izobraževanje za trajnostni razvoj (p. 24–29). Ljudska univerza Ajdovščina.

Ličen, N., Findeisen, D., & Fakin Bajec, J. (2017). Communities of Practice as a Methodology for Grassroots Innovation in Sustainable Adult Education. Studies in Adult Education and Learning, 23(1), 23–39. https://doi.org/10.4312/as.23.1.23-39

Martins, A. A., Mata, T. M., & Costa, C. A. V. (2006). Education for sustainability: Challenges and trends. Clean Technologies and Environmental Policy, 8, 31–37. https://doi.org/10.1007/s10098-005-0026-3

Mróz, A., Tomczyk, L., Ocetkiewicz, I., & Walotek-Ściańska, K. (2018). Teachers’ Knowledge on Education for Sustainable Development – Polish Context. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 20(3), 1001–1028. https://doi.org/10.15516/cje.v20i3.3252

Orlović-Lovren, V. (2012). Koncept održivog razvoja i doživotnog učenja – dva okvira za jedan pogled na obrazovanje odraslih. Andragoške studije, 1(1), 9–22.

Orlović-Lovren, V. (2015). Integrating Sustainability into the Curriculum of Adult Education Studies: A Journey Across Disciplines. In W. Leal Filho, L. Brandli, O. Kuznetsova, & A. Paço (Eds.), Integrative Approaches to Sustainable Development at University Level, World Sustainability Series (pp. 307–320). Springer International Publishing. https://doi.org/10.1007/978-3-319-10690-8_21

Pavić-Rogošić, L. (2015). Novi izazov: Globalni ciljevi održivog razvoja do 2030. ODRAZ- Održivi razvoj zajednice.

Quiroz-Niño, C., & Murga-Menoyo, M. Á. (2017). Social and Solidarity Economy, Sustainable Development Goals, and Community Development: The Mission of Adult Education & Training. Sustainability, 9(1), 2164–2180. https://doi.org/10.3390/su9122164

Regimi, K. D. (2015, June 9–11). Adult Education and Sustainable Development Goals [Paper presentation]. Annual Conference of CASAE/ACÉÉA, Université de Montréal, Québec, Canada.

Rieckmann, M., & Holz, V. (2017). Verankerung von Bildung für nachhaltige Entwicklung in der Lehrerbildung in Deutschland. Der Pädagogische Blick. Zeitschrift für Wissenschaft und Praxis in pädagogischen Berufen, 25(1), 4–18.

Rončević, N., & Rafajac, B. (2012). Održivi razvoj: Izazov za sveučilište? Filozofski fakultet u Rijeci.

Sleurs, W. (2008). Competencies for ESD (Education for Sustainable Development) teachers. A framework to integrate ESD in the curriculum of teacher training institutes. ENSI.

Sterling, S. (2016). A Commentary on Education and Sustainable Development Goals. Journal of Education for Sustainable Development, 10(2), 208–213. https://doi.org/10.1177/0973408216661886

Uitto, A., & Saloranta, S. (2017). Subject Teachers as Educators for Sustainability: A Survey Study. Education Sciences, 7(1), 2–19. https://doi.org/10.3390/educsci7010008

UN. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda

UN Economic Commission for Europe. (2011). Learning for the future: Competencies in Education for Sustainable Development. UNECE.

UNESCO. (2014). Shaping the future we want: UN Decade of Education for Sustainable Development (2005–2014): Final report. UNESCO.

UNESCO. (2017). Education for Sustainable Development: Learning Objectives. UNESCO.

UNESCO. (2018). Issues and trends in Education for Sustainable Development. UNESCO.

Van der Heijden, H. R. M. A., Geldens, J., Beijaard, D., & Popeijus, H. L. (2015). Characteristics of teachers as change agents. Teachers and Teaching, 21(6), 1–19. https://doi.org/10.1080/13540602.2015.1044328

Vintere, A. (2020, May 12–15). Case study on sustainable attitude for environment in adult education [Paper presentation]. 21th International Scientific Conference: Economic Science for Rural Development 2020, Jelgava, Latvia.

Vukelić, N. (2020). Odrednice spremnosti (budućih) nastavnika na obrazovanje za održivi razvoj. Napredak, 161(1–2), 141–161.

Vukelić, N., Rončević, N., & Vinković, A. (2018, October 5). Jesu li budući nastavnici spremni za održivi razvoj u nastavi? [Paper presentation]. 2. Međunarodna znanstveno-stručna konferencija: Ka novim iskoracima u odgoju i obrazovanju, Sarajevo, BIH.

Waltner, E-M., Scharenberg, K., Hörsch, C., & Rieß, W. (2020). What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class. Sustainability, 12(4), 1690–1705. https://doi.org/10.3390/su12041690

World Bank & IMF (2014). Global Monitoring Report 2014/2015: Ending Poverty and Sharing Prosperity. World Bank Publications.

World Commission on Environment and Development. (1987). Our common future: Report of the World Commission on Environment and Development. Oxford University Press.