Ecocriticism Course: Development of English Pre-service Teachers' Pedagogical Content Knowledge of Sustainability

Amin, M., & Greenwood, J. (2018). The UN Sustainable Development Goals and teacher development for effective English teaching in Bangladesh: A gap that needs bridging. Journal of Teacher Education for Sustainability, 20(2), 118–138. https://doi.org/10.2478/jtes-2018-001910.2478/jtes-2018-0019Search in Google Scholar

Bekteshi, E., & Xhaferi, B. (2020). Learning about sustainable development goals through English language teaching. Research in Social Sciences and Technology, 5(3), 78–94. https://doi.org/10.46303/ressat.05.03.410.46303/ressat.05.03.4Search in Google Scholar

Buell, L. (1999). The ecocritical insurgency. New Literary History, 30(3), 699–712. https://www.jstor.org/stable/2005756210.1353/nlh.1999.0031Search in Google Scholar

Buell, L. (2005). The future of environmental criticism: Environmental crisis and literary imagination. Blackwell Publishing.Search in Google Scholar

Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.2010.46809/jpse.v2i2.20Search in Google Scholar

Echegoyen-Sanz, Y., & Martin-Ezpeleta, A. (2021). A holistic approach to education for sustainability: Ecofeminism as a tool to enhance sustainability attitudes in pre-service teachers. Journal of Teacher Education for Sustainability, 23(1), 5–21. https://doi.org/10.2478/jtes-2021-000210.2478/jtes-2021-0002Search in Google Scholar

Estok, S. C. (2005). Shakespeare and ecocriticism: An analysis of “home” and “power” in King Lear. Journal of the Australasian Universities Language and Literature Association, (103), 15–41. https://doi.org/10.1179/00012790580526053710.1179/000127905805260537Search in Google Scholar

Findik, L. Y., Bayram, İ., & Canaran, Ö. (2021). Pre-service English language teachers' conceptions of sustainable development: A case from Turkish higher education context. International Journal of Sustainability in Higher Education, 22(1), 423–456. https://doi.org/10.1108/IJSHE-06-2020-020210.1108/IJSHE-06-2020-0202Search in Google Scholar

Ganji, M., Arshadi, E. K., & Mahbubzadeh, S. (2020). Sustainable development from viewpoint of Iranian English teachers: Practicing what they do not preach. Journal of Teacher Education for SustainabilityI 22(1), 140–64. https://doi.org/10.2478/jtes-2020-001110.2478/jtes-2020-0011Search in Google Scholar

Garrard, G. (2007). Ecocriticism and education for sustainability. Pedagogy: Critical approaches to teaching literature, language, composition, and culture, 7(3), 359–383. https://doi.org/10.1215/15314200-2007-00510.1215/15314200-2007-005Search in Google Scholar

Garrard, G. (2012). Ecocriticism. Routledge.10.4324/9780203806838Search in Google Scholar

Ghorbani, S., Mirshah Jafari, S., & Sharifian, F. (2018). Learning to be: Teachers' competences and practical solutions: A step towards sustainable development. Journal of Teacher Education for Sustainability, 20(1), 20–45. https://doi.org/10.2478/jtes-2018-000210.2478/jtes-2018-0002Search in Google Scholar

Glotfelty, C. (1996). Introduction: Literary studies in an age of environmental crisis. In C. Glotfelty & H. Fromm (Eds.), The ecocriticism reader: Landmarks in literary ecology (pp. xv–xxxvii). The University of Georgia Press.Search in Google Scholar

Gopalakrishnan, A. C., Bhaskaran, S., & Ambujakshi, S. (2019). Relationship between proactivity and personal pedagogical content knowledge in ESD among pre-service teachers: Sub-sampling on social media usage and subject discipline. Journal of Teacher Education for Sustainability, 21(2), 73–9. https://doi.org/10.2478/jtes-2019-001810.2478/jtes-2019-0018Search in Google Scholar

Hartadiyati, E., & Rahmawati, M. (2018). Sustainability in the framework of pedagogy content knowledge for prospective teacher in teaching the materials of female reproductive system to improve students' science literacy. Unnes Science Education Journal, 7(3), 281–289. https://journal.unnes.ac.id/sju/index.php/usej/article/view/26684Search in Google Scholar

Heise, U. K. (2013). Globality, difference, and the international turn in Ecocriticism. PMLA/Publications of the Modern Language Association of America, 128(3), 636–643. https://doi.org/10.1632/pmla.2013.128.3.63610.1632/pmla.2013.128.3.636Search in Google Scholar

Jacobs, G. M., Lie, A., & Amy, S. (2006). An Indonesian example of teaching English via environmental education. In S. Mayer & G. Wilson (Eds.), Ecodidactic perspectives on English language, literatures and cultures (pp. 45–62). Wissenschaftlicher Verlag Trier.Search in Google Scholar

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/Search in Google Scholar

Okayama University ESD Promotion Center. (2020). Guide for the effective dissemination of the Asia-Pacific ESD teacher competency framework. http://ceteesd.ed.okayama-u.ac.jp/pdf/200511.pdfSearch in Google Scholar

Putri, I. G. A. P. E. (2018). Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project. Indonesian Journal of Applied Linguistics, 8(2), 336–344. https://doi.org/10.17509/ijal.v8i2.1328010.17509/ijal.v8i2.13280Search in Google Scholar

Saiful, J. A. (2020). New innovation in English language teaching: Revealing concepts and applications of ECO-ELT. Tell: Teaching of English Language and Literature Journal, 8(1), 62–72. http://dx.doi.org/10.30651/tell.v8i1.460410.30651/tell.v8i1.4604Search in Google Scholar

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r5645541110.17763/haer.57.1.j463w79r56455411Search in Google Scholar

Singer-Brodowski, M. (2017). Pedagogical content knowledge of sustainability: A missing piece in the puzzle of professional development of educators in higher education for sustainable development. International Journal of Sustainability in Higher Education, 18(6), 841–856. https://doi.org/10.1108/IJSHE-02-2016-003510.1108/IJSHE-02-2016-0035Search in Google Scholar

Tavakkoli, Z., & Rashidi, N. (2020). A study on the status of sustainability education among Iranian EFL instructors: Developing a glocalized model. Journal of Teacher Education for Sustainability, 22(2), 66–89. https://doi.org/10.2478/jtes-2020-001710.2478/jtes-2020-0017Search in Google Scholar

UNESCO. (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. In Education for sustainable development in action (Issue 2). https://unesdoc.unesco.org/ark:/48223/pf0000143370Search in Google Scholar

Webster, K. (2004). Rethink Refuse Reduce ...: Education for Sustainability in a Changing World. Field Studies Council Publications.Search in Google Scholar