<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">Finding solutions to the problems of environmental protection and nature conservation, developing and performing environmentally conscious behaviour have become the main task of recent decade, this equally involves political, economic and social spheres. Beyond networking between these spheres, the media have to undertake a specific role in solving the above-mentioned problems and also attaining sustainability. A survey was conducted among 234 students between the age of 13-17, searching for the answers what connections students have to the media and whether and to what extent they are reached by the thematic channels and television programmes related to the environment and nature. It is argued that to deal with the issues raised by the results of the survey, a module dealing with environmental protection and nature conservation based on the application of different elements of media should be created for Hungarian schools.</abstract>

Role of Media in Students' Life and Their Environmental Education: A Survey of Students Aged 13 to 17

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">Although children are regularly showered with environmental knowledge, this is rarely transformed into concerned action, probably because it is not meaningful for the learner and/or is highlighted at the expense of a personalized process of learning. Research in Education for Sustainable Development shows that besides knowledge acquisition feelings, psychological factors and active participation while learning are important determinants of commitment. Fostering an attitude of responsible environmental action is not dependent on what knowledge is delivered, but on how it is delivered and experienced. This paper describes the use of Vee Heuristics and Concept Mapping as pedagogical tools within the context of primary school learners' different learning patterns. It provides illustrations of Concept Maps constructed before and after the learning programme and discusses some implications of the findings. This paper suggests that the use of Vee Heuristics and Concept Mapping along with an awareness of how the child prefers to learn may be steps towards tapping-in the child's internal talking so that educators can understand how each learner responds to incoming information. Learning about environmental issues becomes relevant, meaningful and, in the long run, conducive to improved environmental responsible behaviour.</abstract>

Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable Development

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">Contemporary pedagogy searches for the ways to reorient teachers' and students' activity towards the aim of sustainable development. The teacher becomes involved both in teaching/learning activities and in researching the environment of his own activities in order to design the environment favourable for students' development. The article presents the analysis of research and learning environment and activities that promote the development of students' research skills in one of Latvia's secondary schools. It displays the research methods and means identified in students' research works, and evaluates the research environment in the school. Several types of environment were identified, which teachers can purposefully use to develop the research skills of their students. The results of analysis can be implemented by educational institutions, which organise students' research activities. The described methods and means can be used in learning environment with no supplementary material resources required and involving teachers in research of school environment therefore re-orientating their professional frames of reference to address sustainable development.</abstract>

Designing Environment for Research and Learning in Secondary School

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">This article discloses a fragment of a broader action research aimed to design the learning environment facilitating the research skills in teacher education. Presented case reflects the possibilities to construct a vision for the future in an educational action research in the context of four-dimensional model of sustainability. The next teachers used this model to structure their viewpoints on the sustainability situation in Latvia. They identified the most typical features of current situation and evaluated features worth to preserve and develop in the foreseeable future to reach the sustainability. Qualitative and quantitative data analysis endorsed to discern the common vision for the future - reflecting the features of sustainability and non-sustainability identified in each dimension of sustainability. Among the features singled out from the viewpoints of students, actions and action results prevailed. At the end of the action research the strategy employed in presented research was compared with one often employed in the public space to construct a vision for the future through community involvement.</abstract>

Educational Action Research for Sustainability: Constructing a Vision for the Future in Teacher Education

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">The article presents research on professional competence for future teachers. The study provides the answers to the questions 1) what are the differences between the future teachers' desirable and real professional competences evaluated by students themselves, their University teachers, and their potential employers? 2) what are the differences in the evaluation of future teachers' professional competences provided by the students and University teachers from the study programs enriched with the principles of ESD and those who come from other programs? The future teachers (n=24) and teachers from the Daugavpils University (n=24) as well as the school principals of Latgale region of Latvia (n=25) filled out the questionnaire by Grecov and Popova (2005). It was concluded that both students and teachers see the necessity for the further development of competences while encounter with ESD principles mostly elicits the need for the higher standards of professional competences and more critical stance toward the achieved level.
</abstract>

Professional Competences of Future Teachers: Perspective of Different Evaluators and Contexts

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">This case study pictures the challenges and successes described by two Grade 8 teachers as they attempt to use robotic technologies to integrate their mathematics and science curriculum in an interdisciplinary manner. We share our observations regarding the difficulties the teachers faced and their perceptions as they used the technology as part of classroom instruction. Our analysis indicates that the technology served as an effective management tool for teachers and a strong motivational tool for students. However, the data also reveal that the teachers struggled to integrate the technology in a manner that supported interdisciplinary instruction, particularly because they lacked time and appropriate curricular materials. Consequently, we argue that for robotic technology to be used as a model to support education for sustainable development, specific curriculum, adaptable to local contexts, needs to be readily available.</abstract>

Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">General studies in Educational Science and Psychology provide for many subject teacher students their first contact with pedagogy. The experiences may influence students' desire to pursue teacher education studies and to continue in the profession after graduation. The aim of the study was to analyse how students perceive intentionality, contextuality, constructivism, collaboration, feedback, and transfer of knowledge. Further, the university teachers' intentions for creating a meaningful learning experience for their students were analysed. 341 student and nine teacher responses were collected. Contextuality was the most highly rated feature indicating that the presentation of the theoretical content and practical application is well balanced, but there is a need to develop practices of providing feedback on the students' learning and progress. It is vital that the general studies in Educational Science and Psychology provide students with meaningful experiences, which they can relate to past knowledge and future professional application. In order to support students' development into professionals who recognise their responsibility to promote sustainable development and life-long learning, initial teacher education needs to provide students with a sense of meaning and continuity.</abstract>

Student Teachers' Experiences of Their Studies in Educational Science and Psychology

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Volume 25 (2023): Issue 2 (December 2023)

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Journal of Teacher Education for Sustainability

  High quality articles by researchers from Baltic region and other countries, original articles authored by researchers who appreciate our fast, fair and constructive peer review. The Journal publishes research or project reports, teacher education programme evaluation, case studies of practice, action research reports, reports on teaching practice or techniques, etc. Fast growing journal on the most topical issues of contemporary teacher education. One of few international peer-reviewed journals focused on the issue of sustainability in education.  Why subscribe and read   High quality articles by researchers from Baltic region and other countries, original articles authored by researchers who appreciate our fast, fair and constructive peer review;  The Journal publishes research or project reports, TE program evaluation, case studies of practice, action research reports, reports on teaching practice or techniques, etc.;  Fast growing journal on the most topical issues of contemporary teacher education;  One of few international peer-reviewed journals focused on the issue of sustainability in education.   Why submit   Fast, fair and constructive peer review; fast publication both online and in printed form;  Editorial help;  Articles abstracted by online indexing services.   Rejection Rate   About 30%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 