<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This qualitative study follows the two questions, how the factor of the generation, an educator in training belongs to, influences his or her general concept of how sustainability-related lessons should be conducted and how the factor of living in groups influences this as well. For this interviews with 206 students were held and their own educational approaches monitored. In conclusion, this study has three major findings. The first is the attempt to define the difference between the concept of environmental education and environmental instruction, as being different approaches to the same subject, with the latter being less participative and effective, according to this study. The second is, that there is apparently a generational gap between the Generations X, Y, and Z, concerning their approach on this subject. Apparently Education for Sustainable Development is becoming more and more implemented, with each generation. Finally, in-house living in everyday situations can make change towards sustainability happen with students and learners, but the other way is possible to. Considering this, learning in a group in an everyday situation might be a new approach for teacher training in Education for Sustainable Development.</p></abstract>

This qualitative study follows the two questions, how the factor of the generation, an educator in training belongs to, influences his or her general concept of how sustainability-related lessons should be conducted and how the factor of living in groups influences this as well. For this interviews with 206 students were held and their own educational approaches monitored. In conclusion, this study has three major findings. The first is the attempt to define the difference between the concept of environmental education and environmental instruction, as being different approaches to the same subject, with the latter being less participative and effective, according to this study. The second is, that there is apparently a generational gap between the Generations X, Y, and Z, concerning their approach on this subject. Apparently Education for Sustainable Development is becoming more and more implemented, with each generation. Finally, in-house living in everyday situations can make change towards sustainability happen with students and learners, but the other way is possible to. Considering this, learning in a group in an everyday situation might be a new approach for teacher training in Education for Sustainable Development.

The Influence of Generation and Experiencing Daily Routines on Educators’ Training

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This qualitative study follows the two questions, how the factor of the generation, an educator in training belongs to, influences his or her general concept...

The Influence of Generation and Experiencing Daily Routines on Educators’ Training

Pubblicato online: 15 feb 2019

Pagine: 89 - 100

DOI: https://doi.org/10.2478/jtes-2018-0017

Parole chiave
teacher training, Generation Y, Generation X, Generation Z, environmental instruction, environmental education, education for sustainable development

© 2018 Jens Hepper, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The Influence of Generation and Experiencing Daily Routines on Educators’ Training

Pubblicato online: 15 feb 2019

Pagine: 89 - 100

DOI: https://doi.org/10.2478/jtes-2018-0017

Parole chiaveteacher training, Generation Y, Generation X, Generation Z, environmental instruction, environmental education, education for sustainable development

© 2018 Jens Hepper, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Parole chiave
teacher training, Generation Y, Generation X, Generation Z, environmental instruction, environmental education, education for sustainable development