Accesso libero

Student Teachers' Change Agency in Education for Sustainable Development

INFORMAZIONI SU QUESTO ARTICOLO

Cita

Akin, S., Calik, B., & Engin-Demir, C. (2017). Students as change agents in the community: Developing active citizenship at schools. Educational Sciences: Theory & Practice, 17, 809–834. http://dx.doi.org/10.12738/estp.2017.3.017610.12738/estp.2017.3.0176 Search in Google Scholar

Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable Development, 6(2), 191–206. https://doi.org/10.1177%2F097340821247519910.1177/0973408212475199 Search in Google Scholar

Bengtsson, M., Alfredsson, E., Cohen, M., Lorek, S., & Scroeder, P. (2018). Transforming systems of consumption and production for achieving the sustainable development goals: Moving beyond efficiency. Sustainability Science, 13, 1533–1547. https://doi.org/10.1007/s11625-018-0582-110.1007/s11625-018-0582-1 Search in Google Scholar

Bennett, S., Jessani, N., Glandon, D., Qui, M., Scott, K., Meghani, A., El-Jardali, F., Maceira, D., Javadi, D., & Ghaffar, A. (2020). Understanding the implications of the Sustainable Development Goals for health policy and systems research: Results of a research priority settings exercise. Globalization and Health, 16(5). https://doi.org/10.1186/s12992-019-0534-210.1186/s12992-019-0534-2 Search in Google Scholar

Biesta, G., Priestely, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Theory and Practice, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.104432510.1080/13540602.2015.1044325 Search in Google Scholar

Biesta, G., Priestely, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers talk for teacher agency. Journal of Curriculum Studies, 49(1), 38–54. https://doi.org/10.1080/00220272.2016.120514310.1080/00220272.2016.1205143 Search in Google Scholar

Borg, C., Gericke, N., Höglund, H. O., & Bergman, E. (2014). Subject-and experience-bound differences in teachers' conceptual understanding of sustainable development. Environmental Education Research, 20(4), 526–551. https://doi.org/10.1080/13504622.2013.83358410.1080/13504622.2013.833584 Search in Google Scholar

Brandisauskiene, A., Cesnaviciene, J., Miciuliene, R., & Kaminskiene, L. (2020). What factors matter for sustainable professional development of teachers? Analysis from four countries. Journal of Teacher Education for Sustainability, 22(2), 153–170. doi: 10.2478/jtes-2020-002210.2478/jtes-2020-0022 Search in Google Scholar

Chinedu, C. C., Wan-Mohamed, W. A., & Ogbonnia, A. A. (2018). A systematic review on Education for Sustainable Development: Enhancing Tve teacher training programme. Journal of Technical Education and Training, 10(1), 109–125. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/1678 Search in Google Scholar

Christie, B. A., Miller, K. K., Cooke, R., & White, J. G. (2013). Environmental sustainability in higher education: What do academics teach? Environmental Education Research, 19(3), 385–414. https://doi.org/10.1080/13504622.2012.69859810.1080/13504622.2012.698598 Search in Google Scholar

Corcoran, P. B., Walker, K. E., & Wals, A. E. J. (2004). Case studies, make-your-case studies, and case stories: A critique of case-study methodology in sustainability in higher education. Environmental Education Research, 10(1), 7–21. https://doi.org/10.1080/135046203200017367010.1080/1350462032000173670 Search in Google Scholar

Doring, A. (2002). Challenges to the academic role of change agent. Journal of Further and Higher Education, 46(2), 139–148. https://doi.org/10.1080/0309877022012941510.1080/03098770220129415 Search in Google Scholar

Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43, 168–182. https://doi.org/10.1016/j.ijer.2006.06.01010.1016/j.ijer.2006.06.010 Search in Google Scholar

Edwards, A. (2017). The dialectic of person and practice: How cultural-historical accounts of agency can inform teacher education. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 269–285). Sage.10.4135/9781526402042.n15 Search in Google Scholar

Elo, S., Kääräinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1). https://journals.sagepub.com/doi/pdf/10.1177/215824401452263310.1177/2158244014522633 Search in Google Scholar

Elorinne, A.-L., Eronen, L., Pollari, M., Hokkanen, J., Reijonen, H., & Murphy, J. (2020). Investigating Home Economics teachers' food waste practices and attitude. Journal of Teacher Education for Sustainability, 22(1), 6–20. https://doi.org/10.2478/jtes-2020-000210.2478/jtes-2020-0002 Search in Google Scholar

Emirbayer, M., & Mische, A. (1998). What is agency? The American Journal of Sociology, 103(4), 962–1023.10.1086/231294 Search in Google Scholar

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/10.1080/1038204090354553410.1080/10382040903545534 Search in Google Scholar

Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65. https://doi.org/10.1016/j.edurev.2013.05.00110.1016/j.edurev.2013.05.001 Search in Google Scholar

Fien, J., Maclean, R., & Park, M. G. (2009). Work, learning and sustainable development: Opportunities and challenges. Springer. Search in Google Scholar

Finnish National Board on Research Integrity TENK. (2019). The ethical principles of research with human participants and ethical review in the human sciences in Finland. https://tenk.fi/sites/default/files/2021-01/Ethical_review_in_human_sciences_2020.pdf Search in Google Scholar

Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Polity. Search in Google Scholar

Heikkilä, M., Iiskala, T., & Mikkilä-Erdmann, M.-M. (2020). Voices of student teachers' professional agency at the intersection of theory and practice. Learning, Culture and Social Interaction, 25, 100405. https://doi.org/10.1016/j.lcsi.2020.10040510.1016/j.lcsi.2020.100405 Search in Google Scholar

Hofman-Bergholm, M. (2018). Changes in thoughts and actions as requirements for a sustainable future: A review of recent research on the Finnish educational system and sustainable development. Journal of Teacher Education for Sustainability, 20(2), 19–33. https://doi.org/10.2478/jtes-2018-001210.2478/jtes-2018-0012 Search in Google Scholar

Jeronen, E., Palmberg, I., & Yli-Panula, E. (2017). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability – A literature review. Education Sciences, 7(1), 1. https://doi.org/10.3390/educsci701000110.3390/educsci7010001 Search in Google Scholar

Jimenez, J. D., Lerch, J., & Bromley, P. (2017). Education for global citizenship and sustainable development in social science textbooks. European Journal of Education, 52(4), 460–476. https://doi.org/10.1111/ejed.1224010.1111/ejed.12240 Search in Google Scholar

Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/1350462022014540110.1080/13504620220145401 Search in Google Scholar

Laurie, R., Nonoyama-Tarumi, Y., Mckeon, R., & Hopkins, C. (2016). Contributions of Education for Sustainable Development (ESD) to Quality Education: A synthesis of research. Journal of Education for Sustainable Development, 10(2), 226–242. https://doi.org/10.1177%2F097340821666144210.1177/0973408216661442 Search in Google Scholar

Lombardi, D., & Sinatra, G. M. (2013). Emotions about teaching about human-induced climate change. International Journal of Science Education, 35(1), 167–191. https://doi.org/10.1080/09500693.2012.73837210.1080/09500693.2012.738372 Search in Google Scholar

Loveless, B. (2020). Holistic education: A comprehensive guide, education corner. https://www.educationcorner.com/holistic-education.html Search in Google Scholar

Lukacs, K. (2011). “For me, change is not a choice”: The lived experience of a teacher change agent. American Secondary Education, 44(1), 38–49. Search in Google Scholar

Manuele, F. (2015). Culture change agent: The overarching role of OSH professionals. Professional Safety, 60(12), 38–44. Search in Google Scholar

Marton, F., & Booth, S. (1997). Learning and awareness. Lawrence Erlbaum. Search in Google Scholar

Maurer, M., & Bogner, F. X. (2019). How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD). PLoS ONE, 14(1), e0208910. https://doi.org/10.1371/journal.pone.020891010.1371/journal.pone.0208910 Search in Google Scholar

McKeown, R. (2014). The leading edge of teacher education and EDS. Journal of Education for Sustainable Development, 8(2), 127–131. https://doi.org/10.1177/097340821454836610.1177/0973408214548366 Search in Google Scholar

Murillo-Vargas, G., Gonzales-Campo, C. H., & Brath, D. I. (2020). Mapping the integration of the sustainable development goals in universities: Is it a field of study? Journal of Teacher Education for Sustainability, 22(2), 7–25. doi: 10.2478/jtes-2020-001310.2478/jtes-2020-0013 Search in Google Scholar

Nousheen, A., Yousuf Zai, S. A., Waseem, M., & Khan, S. A. (2020). Education for Sustainable Development (ESD): Effects of sustainability education on pre-service teachers' attitude towards Sustainable Development (SD). Journal of Cleaner Production, 250, 119537. https://doi.org/10.1016/j.jclepro.2019.11953710.1016/j.jclepro.2019.119537 Search in Google Scholar

Payne, K., & Zeichner, K. (2017). Multiple voices and participants in teacher education. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 1101–1116). Sage.10.4135/9781526402042.n63 Search in Google Scholar

Pihkala, P. (2018). Eco-anxiety, tragedy, and hope: Psychological and spiritual dimensions of climate change. Zygon, 53(2), 545–569. https://doi.org/10.1111/zygo.1240710.1111/zygo.12407 Search in Google Scholar

Quinn, F., Castéra, J., & Clément, P. (2016). Teachers' conceptions of the environment: Anthropocentrism, non-anthropocentrism, anthropomorphism and the place of nature. Environmental Education Research, 22(6), 893–917. https://doi.org/10.1080/13504622.2015.1076767.10.1080/13504622.2015.1076767 Search in Google Scholar

Rickinson, M. (2001). Learners and learning in environmental education: A critical review of evidence. Environmental Education Research, 7(3), 207–320. https://doi.org/10.1080/1350462012006523010.1080/13504620120065230 Search in Google Scholar

Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Science, 4, 155–169.10.1007/BF01405730 Search in Google Scholar

Snoek, M., & Volman, M. (2014). The impact of the organizational transfer climate on the use of teacher leadership competences developed in a post initial Master's program. Teaching and Teacher Education, 37, 91–100.10.1016/j.tate.2013.10.005 Search in Google Scholar

Sunthonkanokpong, W., & Murphy, E. (2019). Quality, equity, inclusion and lifelong learning in pre-service teacher education. Journal of Teacher Education for Sustainability, 21(2), 91–104. https://doi.org/10.2478/jtes-2019-001910.2478/jtes-2019-0019 Search in Google Scholar

Tolppanen, S., Aarnio-Linnanvuori, E., Cantell, H., & Lehtonen, A. (2017). Pirullisen ongelman äärellä – Kokonaisvaltaisen ilmastokasvatuksen malli [Dealing with a wicked problem – A model for holistic climate change education]. Kasvatus, 48(5), 456–468. http://hdl.handle.net/10138/309462 Search in Google Scholar

Tolppanen, S., & Aksela, M. (2018). Identifying and addressing students' questions on climate change. The Journal of Environmental Education, 49(5), 375–389. https://doi.org/10.1080/00958964.2017.141781610.1080/00958964.2017.1417816 Search in Google Scholar

Tomas, L., Girgenti, S., & Jackson, C. (2017). Pre-service teachers' attitudes toward education for sustainability and its relevance to their learning: Implications for pedagogical practice. Environmental Education Research, 23(3), 324–347. https://doi.org/10.1080/13504622.2015.110906510.1080/13504622.2015.1109065 Search in Google Scholar

Torbjörnsson, T., & Molin, L. (2015). In school we have not time for the future: Voices of Swedish upper secondary school students about solidarity and the future. International Research in Geographical and Environmental Education, 24(4), 338–354. http://dx.doi.org/10.1080/10382046.2015.108610510.1080/10382046.2015.1086105 Search in Google Scholar

Uitto, A., & Saloranta, S. (2017). Subject teachers as educators for sustainability: A survey study. Education Sciences, 7, 1–19. https://doi.org/10.3390/educsci701000810.3390/educsci7010008 Search in Google Scholar

UNESCO. (2014). Shaping the future we want: UN Decade of Education for Sustainable Development; final report. https://unesdoc.unesco.org/ark:/48223/pf0000230171 Search in Google Scholar

UNESCO. (2016). Education for people and planet: Creating sustainable futures for all. Global education monitoring report. https://unesdoc.unesco.org/ark:/48223/pf0000245752 Search in Google Scholar

UNESCO. (2018). Progress on Education for Sustainable Development and Global Citizenship Education. https://unesdoc.unesco.org/ark:/48223/pf0000266176 Search in Google Scholar

United Nations (UN). (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E Search in Google Scholar

Vesterinen, V.-M., Tolppanen, S., & Aksela, M. (2016). Toward citizenship science education: What students do to make the world a better place? International Journal of Science Education, 38(1), 30–50. https://doi.org/10.1080/09500693.2015.112503510.1080/09500693.2015.1125035 Search in Google Scholar

Villanen, H. (2014). Teachers' reflections on an education for sustainable development project. International Research in Geographical and Environmental Education, 23(2), 179–191. https://doi.org/10.1080/10382046.2014.90852610.1080/10382046.2014.908526 Search in Google Scholar

Waltner, E. M., Riefl, W., & Brock, A. (2018). Development of an ESD indicator for teacher training and the national monitoring for ESD implementation in Germany. Journal of Sustainability, 10, 2508. https://doi.org/10.3390/su1007250810.3390/su10072508 Search in Google Scholar

Wanchana, Y., Inprom, P., Rawang, W., & Ayudhua, A. J. N. (2020). Environmental education competency: Enhancing the work of teachers. Journal of Teacher Education for Sustainability, 22(2), 140–152. doi: 10.2478/jtes-2020-002110.2478/jtes-2020-0021 Search in Google Scholar

WHO. (2016). World health statistics 2016: Monitoring health for the SDGs sustainable development goals. WHO Library Cataloguing Data. Search in Google Scholar

Wolff, L.-A., Sjöblom, P., Hofman, M., & Palmberg, I. (2017). High performance education fails in sustainability? – A reflection on Finnish primary teacher education. Education Sciences, 7(1), 32. https://doi.org/10.3390/educsci701003210.3390/educsci7010032 Search in Google Scholar

Zeichner, K., Payne, K. A., & Brayko, K. (2015) Democratizing teacher education. Journal of Teacher Education, 66(2), 122–135. https://doi.org/10.1177/002248711456090810.1177/0022487114560908 Search in Google Scholar

eISSN:
1691-5534
Lingua:
Inglese
Frequenza di pubblicazione:
2 volte all'anno
Argomenti della rivista:
Social Sciences, Education, other