1. bookVolume 21 (2019): Issue 1 (June 2019)
Journal Details
License
Format
Journal
First Published
04 May 2009
Publication timeframe
2 times per year
Languages
English
access type Open Access

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

Published Online: 25 Jul 2019
Page range: 5 - 34
Journal Details
License
Format
Journal
First Published
04 May 2009
Publication timeframe
2 times per year
Languages
English

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.

Keywords

Álvarez-García, O., Sureda-Negre, J., & Comas-Forgas, R. (2015). Environmental education in pre-service teacher training: A literature review of existing evidence. Journal of Teacher Education for Sustainability, 17(1), 72–85.Search in Google Scholar

Andić, D., & Tatalović Vorkapić, S. (2017). Teacher education for sustainability: The awareness and responsibility for sustainability problems. Journal of Teacher Education for Sustainability, 19(2), 121–137.Search in Google Scholar

Anyolo, E. O., Karkkainen, S., & Keinonen, T. (2018). Implementing education for sustainable development in Namibia: School teachers’ perceptions and teaching practices. Journal of Teacher Education for Sustainability, 20(1), 64–81.Search in Google Scholar

Aydin, S. (2016). Using Excel in teacher education for sustainability. Journal of Teacher Education for Sustainability, 18(2), 89–104.Search in Google Scholar

Badjanova, J., Pipere, A., & Iliško, Dz. (2017). Gender identity of students and teachers: Implications for a sustainable future. Journal of Teacher Education for Sustainability, 19(2), 138–153.Search in Google Scholar

Bell, D. V. J. (2016). Twenty-first century education: Transformative education for sustainability and responsible citizenship. Journal of Teacher Education for Sustainability, 18(1), 48–56.Search in Google Scholar

Besong, F., & Holland, C. (2015). The Dispositions, Abilities and Behaviours (DAB) Framework for profiling learners’ sustainability competencies in higher education. Journal of Teacher Education for Sustainability, 17(1), 5–22.Search in Google Scholar

Biasutti, M., De Baz, T., & Alshawa, H. (2016). Assessing the infusion of sustainability principles into university curricula. Journal of Teacher Education for Sustainability, 18(2), 21–40.Search in Google Scholar

Bikse, V., Lusena-Ezera, I., Rivza, B., & Volkova, T. (2016). The transformation of traditional universities into entrepreneurial universities to ensure sustainable higher education. Journal of Teacher Education for Sustainability, 18(2), 75–88.Search in Google Scholar

Bojāre, I. (2016). Autonomous learning for English acquisition in blended e-studies for adults within the context of sustainable development. Journal of Teacher Education for Sustainability, 18(1), 111–126.Search in Google Scholar

Bojāre, I., & Skrinda, A. (2016). Transformation of the system of values of autonomous learning for English acquisition in blended e-studies for adults: A Holistic Fractal Model. Journal of Teacher Education for Sustainability, 18(2), 119–134.Search in Google Scholar

Borko, H., Liston, D., & Whitcomb, J. A. (2007). Genres of empirical research in teacher education. Journal of Teacher Education, 58(1), 3–11.Search in Google Scholar

Briede, L. (2016). The relationship between mathematics teachers teaching approaches and 9th grade students mathematical self. Journal of Teacher Education for Sustainability, 18(1), 34–47.Search in Google Scholar

Carbach, E., & Fisher, D. (2017). Sustainability reporting at schools: Challenges and benefits. Journal of Teacher Education for Sustainability, 19(1), 69–81.Search in Google Scholar

Ciuladiene, G., & Kairiene, B. (2017). The resolution of conflict between teacher and student: Students’ narratives. Journal of Teacher Education for Sustainability, 19(2), 107–120.Search in Google Scholar

Dodig-Crnkovic, G., Kade, D., Wallmyr, M., Hostein, T., & Almer, A. (2017). Transdisciplinarity seen through information, communication, computation, (inter-)action and cognition. In M. Burgin & W. Hofkirchner (Eds.), Information studies and the quest for transdisciplinarity: Unity through diversity (pp. 217–262). World Scientific Publishing.Search in Google Scholar

Eernstman, N., & Wals, A. E. J. (2013). Locative meaning-making: An arts-based approach to learning for sustainable development. Sustainability, 5, 1645–1660.Search in Google Scholar

Eslamian, H., Jafari, S. E. M., & Neyestani, M. R. (2017). Investigating the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance. Journal of Teacher Education for Sustainability, 19(2), 90–106.Search in Google Scholar

Fink, A. (2009). Conducting research literature reviews. From the Internet to paper (3rd Ed.). Thousand Oaks: Sage Publications.Search in Google Scholar

Fedosejeva, J., Boče, A., Romanova, M., Iliško, Dz., & Ivanova, O. (2018). Education for sustainable development: The choice of pedagogical approaches and methods for the implementation of pedagogical tasks in the Anthropocene age. Journal of Teacher Education for Sustainability, 20(1), 157–179.Search in Google Scholar

Geng, G., Midford, R., & Buckworth, J. (2015). Investigating the stress levels of early childhood, primary and secondary pre-service teachers during teaching practicum. Journal of Teacher Education for Sustainability, 17(1), 35–47.Search in Google Scholar

Ichinose, T. (2017). An analysis of transformation of teaching and learning of Japanese schools that significantly addressed education for sustainable development. Journal of Teacher Education for Sustainability, 19(2), 36–50.Search in Google Scholar

Iovino, S. (2010). Ecocriticism and a non-anthropocentric humanism. Reflections on local natures and global responsibilities. In L. Volkmann, N. Grimm, I. Detmers, & K. Thomson (Eds.), Local natures, global responsibilities (pp. 29–53). Amsterdam: Rodopi.Search in Google Scholar

Jirgensons, M., & Kapenieks, J. (2018). Blockchain and the future of digital learning credential assessment and management. Journal of Teacher Education for Sustainability, 20(1), 145–156.Search in Google Scholar

Jonāne, L. (2015). Using analogies in teaching physics: A study on Latvian teachers’views and experience. Journal of Teacher Education for Sustainability, 17(2), 53–73.Search in Google Scholar

Jurgena, I., Cēdere, D., & Keviša, I. (2018). The prospects of transdisciplinary approach to promote learners’ cognitive interest in natural science for sustainable development. Journal of Teacher Education for Sustainability, 20(1), 5–19.Search in Google Scholar

Howard, P. (2015). Digital citizenship in the afterschool space: Implications for education for sustainable development. Journal of Teacher Education for Sustainability, 17(1), 23–34.Search in Google Scholar

Kabadayi, A. (2016). Suggested in-service training model based on Turkish preschool teachers conceptions for sustainable development. Journal of Teacher Education for Sustainability, 18(1), 5–15.Search in Google Scholar

Kairiene, B., & Sprindziunas, A. (2016). Social equality as groundwork for sustainable schooling: The free lunch issue. Journal of Teacher Education for Sustainability, 18(1), 127–139.Search in Google Scholar

Kevin wan utap anyi, Zainab, A. N., & Anuar, N. B. (2009). Bibliometrics studies on single journals: A review. Malaysian Journal of Library and Information Science, 14(1), 17–55.Search in Google Scholar

Kolbe, K. D. (2015). Knowledge, attitudes and behaviour regarding waste management in a grammar and a comprehensive school in England: Results from a school questionnaire. Journal of Teacher Education for Sustainability, 17(1), 58–71.Search in Google Scholar

Korsun, I. (2017). The formation of learners’ motivation to study physics in terms of sustainable development of education in Ukraine. Journal of Teacher Education for Sustainability, 19(1), 117–128.Search in Google Scholar

Kravale-Pauliņa, M., & Oļehnoviča, E. (2015). Human securitability: A participatory action research study involving novice teachers and youngsters. Journal of Teacher Education for Sustainability, 17(2), 91–107.Search in Google Scholar

Krīmiņa, A. A., & Ļubenko, J. (2016). Web-based intervention for developing long-term health literacy of individuals: Possibilities and limitations. Journal of Teacher Education for Sustainability, 18(1), 69–83.Search in Google Scholar

Lekunze, L. M. G., & Strom, B. I. (2017). Bullying and victimisation dynamics in high school: An exploratory case study. Journal of Teacher Education for Sustainability, 19(1), 147–163.Search in Google Scholar

MacKenzie, S. B. (2003). The dangers of poor construct conceptualization. Journal of the Academy of Marketing Science, 31, 323–326.Search in Google Scholar

Mammadova, A. (2017). Education towards urban sustainability: Lessons learned from the welfare business models of Kanazawa city, Japan. Journal of Teacher Education for Sustainability, 19(2), 154–164.Search in Google Scholar

Martinsone, B. (2016). Social Emotional Learning: Implementation of sustainability-oriented program in Latvia. Journal of Teacher Education for Sustainability, 18(1), 57–68.Search in Google Scholar

Martinsone, B., & Vilciņa, S. (2017). Teachers’ perceptions of sustainability of the social emotional learning program in Latvia: A focus group study. Journal of Teacher Education for Sustainability, 19(2), 5–20.Search in Google Scholar

Maton, K. (2014). Building powerful knowledge: The significance of semantic waves. In B. Barrett & E. Rata (Eds.), Knowledge and the future of the curriculum: International studies in social realism (pp. 181–197). London: Palgrave Macmillan.Search in Google Scholar

Mauser, W., Klepper, G., Rice, M., Schmalzbauer, B. S., Hackmann, H., Leemans, R., & Moore, H. (2013). Transdisciplinary global change research: The co-creation of knowledge for sustainability. Current Opinion in Environmental Sustainability, 5, 420–431.Search in Google Scholar

McGregor, S. L. T. (2004). The nature of transdisciplinary research and practice. Kappa Omicron Nu Human Sciences Working Paper Series. Retrieved from: http://www.kon.org/hswp/archive/transdiscipl.htmlSearch in Google Scholar

McKeown, R., & Hopkins, C. (2014). Teacher education and education for sustainable development: Ending the DESD and beginning the GAP. Toronto: York University.Search in Google Scholar

Miedema, S., & Bertram-Troost, G. (2015). The challenges of global citizenship for worldview education. The perspective of social sustainability. Journal of Teacher Education for Sustainability, 17(2), 44–52.Search in Google Scholar

Okeke, C. I., & Mtyuda, P. N. (2017). Teacher job dissatisfaction: Implications for teacher sustainability and social transformation. Journal of Teacher Education for Sustainability, 19(1), 54–68.Search in Google Scholar

Petticrew, M., & Roberts, H. (2009). Systematic reviews in the social sciences. A practical guide (8th Ed.). Malden: Blackwell Publishers.Search in Google Scholar

Pipere, A., Veisson, M., & Salīte, I. (2015). Developing research in teacher education for sustainability: UN DESD via the Journal of Teacher Education for Sustainability. Journal of Teacher Education for Sustainability, 17(2), 5–43.Search in Google Scholar

Pluye, P., & Hong, Q. N. (2014). Combining the power of stories and the power of numbers: Mixed methods research and mixed studies reviews. Annual Review of Public Health, 35(1), 29–45.Search in Google Scholar

Raus, R. (2016). Modelling a learning journey towards teacher ecological self. Journal of Teacher Education for Sustainability, 18(2), 41–52.Search in Google Scholar

Reid, E., & Horváthová, B. (2016). Teacher training programs for gifted education with focus on sustainability. Journal of Teacher Education for Sustainability, 18(2), 66–74.Search in Google Scholar

Regolini, A., & Jannes-Ober, E. (2013). A bibliometric study of Informing Science: The International Journal of an Emerging Transdiscipline. Informing Science: the International Journal of an Emerging Transdiscipline, 16, 117–130.Search in Google Scholar

Salas-Zapata, W. A., Ríos-Osorio, L. A., & Cardona-Arias, J. A. (2018). Knowledge, attitudes and practices of sustainability: Systematic review 1990–2016. Journal of Teacher Education for Sustainability, 20(1), 46–63.Search in Google Scholar

Salīte, I., Drelinga, E., Iliško, Dz., Oļehnoviča, E., & Zariņa, S. (2016). Sustainability from the transdisciplinary perspective: An action research strategy for continuing education program development. Journal of Teacher Education for Sustainability, 18(2), 135–152.Search in Google Scholar

Salīte, I., & Pipere, A. (2007). Journal of Teacher Education and Training: Deepening action research. In R. McKeown (Ed.), Good practices in teacher education institutions (pp. 41–46). ESD in Action, Good Practices No. 1 – 2007, UNESCO Education sector.Search in Google Scholar

Sleeter, C. (2014). Toward teacher education research that informs policy. Educational Research, 43(3), 146–153.Search in Google Scholar

Stanszus, L. et al. (2017). Education for sustainable consumption through mindfulness training: Development of a consumption-specific intervention. Journal of Teacher Education for Sustainability, 19(1), 5–21.Search in Google Scholar

Stašulāne, A. (2017). Factors determining children and young people’s well-being at school. Journal of Teacher Education for Sustainability, 19(2), 165–179.Search in Google Scholar

Sumaryanta, Mardapi, D., Sugiman, & Herawan, T. (2018). Assessing teacher competence and its follow-up to support professional development sustainability. Journal of Teacher Education for Sustainability, 20(1), 106–123.Search in Google Scholar

Šipilova, V., Ostrovska, I., Jermolajeva, E., Aleksejeva, L., & Oļehnovičs, D. (2017). Evaluation of sustainable development in rural territories in Latgale region (Latvia) by using the conception of smart specialization. Journal of Teacher Education for Sustainability, 19(1), 82–105.Search in Google Scholar

Thanuskodi, S. (2010). Journal of Social Sciences: A bibliometric study. Journal of Social Sciences, 24(2), 77–80.Search in Google Scholar

Tilbury, D. (2011). Higher education for sustainability: A global overview of commitment and progress. In GUNI (Ed.), Higher education in the world 4. Higher education’s commitment to sustainability: From understanding to action (pp. 18–28). GUNI: Barcelona.Search in Google Scholar

Torraco, R. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4, 356–367.Search in Google Scholar

Ulavere, P., & Tammik, A. (2017). Value education in Estonian preschool child care institutions. Journal of Teacher Education for Sustainability, 19(1), 129–146.Search in Google Scholar

UNESCO (United Nations Educational, Scientific and Cultural Organisation). (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. Education for Sustainable Development in Action Technical Paper No. 2, UNESCO Education sector.Search in Google Scholar

UNESCO (United Nations Educational, Scientific and Cultural Organisation). (2014). Roadmap for implementing the Global Action Programme in Education for Sustainable Development. Paris: UNESCO.Search in Google Scholar

Whittemore, R., & Knafl, K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), 546–553.Search in Google Scholar

Wright, T., & Pullen, S. (2007). Examining the literature: A bibliometric study of ESD journal articles in the Education Resources Information Center Database. Journal of Education for Sustainable Development, 1(1), 77–90.Search in Google Scholar

Recommended articles from Trend MD

Plan your remote conference with Sciendo