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Informacje o czasopiśmie
Format
Czasopismo
eISSN
1691-5534
Pierwsze wydanie
04 May 2009
Częstotliwość wydawania
2 razy w roku
Języki
Angielski

Wyszukiwanie

Tom 16 (2014): Zeszyt 2 (December 2014)

Informacje o czasopiśmie
Format
Czasopismo
eISSN
1691-5534
Pierwsze wydanie
04 May 2009
Częstotliwość wydawania
2 razy w roku
Języki
Angielski

Wyszukiwanie

7 Artykułów
Otwarty dostęp

Interplay of Rhizome and Education for Sustainable Development

Data publikacji: 11 Mar 2015
Zakres stron: 5 - 17

Abstrakt

Abstract

One of the central challenges within education for sustainable development (ESD) is in empowering learners to reframe mindsets, particularly those that result in unsustainable behaviours and/or actions. This paper introduces the concept of rhizome articulated by Deleuze and Guattari (1987) and proposes that it can act as a framework for re-conceptualising processes of ESD. Key constructs within the rhizome, such as assemblages, nomadism, war machines and lines of flights, are discussed to highlight their relevance to ESD. The principles of the rhizome (connection, heterogeneity, multiplicity, signifying rupture, cartography and decalcomania) are then examined in the context of six processes necessary for effective ESD outlined by Tilbury (2011), namely, collaboration, dialogue, ‘whole system’ engagement, innovation within curricula, teaching and learning and active and participatory learning. The final section critically considers how this weaving of rhizomatic principles with the processes of ESD impacts on educating for sustainability. The rhizome has the potential to inspire educators and learners alike to become more critically aware of the interconnectivity and disruptive influences within sustainability. In this regard, the discussion ends by concluding that the reconceptualisation of ESD as rhizome or rhizomatic can foster an ontological shift towards perceiving the nature of reality as complex interconnected multiplicities.

Słowa kluczowe

  • rhizome
  • processes of education for sustainable development
  • sustainability
  • self
  • ontology
Otwarty dostęp

Analysis of Mythical-Metaphorical Narratives as a Resource for Education in the Principles and Values of Sustainability

Data publikacji: 11 Mar 2015
Zakres stron: 18 - 38

Abstrakt

Abstract

This research aims to prove that the mythical-metaphorical narratives from cultures in harmonic relationship with their natural environment can be considered as an educational resource within the context of education for sustainable development. Using the Earth Charter as a basis and after establishing as analysis categories the competencies that education should foster in the students from this perspective, a content analysis of 28 stories was performed. The results endorse the existing coherence between the materials analysed and the principles and values that the Earth Charter’s text reflects and the relevance of these materials as educational resources within the framework of education for sustainable development.

Słowa kluczowe

  • educational resource
  • mythical-metaphorical narratives
  • education for sustainable development
  • complex thinking
Otwarty dostęp

Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

Data publikacji: 11 Mar 2015
Zakres stron: 39 - 53

Abstrakt

Abstract

This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

Słowa kluczowe

  • initial teacher education
  • student teachers
  • teaching practice
Otwarty dostęp

Investigating Estonian Teachers’ Expectations for the General Education Curriculum

Data publikacji: 11 Mar 2015
Zakres stron: 54 - 70

Abstrakt

Abstract

Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.

Słowa kluczowe

  • Curriculum
  • curriculum development
  • teachers’ autonomy
  • general education
  • questionnaire
Otwarty dostęp

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

Data publikacji: 11 Mar 2015
Zakres stron: 71 - 87

Abstrakt

Abstract

In the present investigation, teachers’ self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and Supports (PBIS) had significantly higher mean knowledge ratings in the area of posting, teaching, reviewing, monitoring and reinforcing expectations than those who do not teach in a PBIS school. Teachers certified in special education had significantly higher knowledge and competency ratings in relation to maximising structure, using a continuum of strategies to acknowledge appropriate behaviour and employing a variety of techniques to respond to inappropriate behaviour than those not certified in special education. Teachers’ knowledge of each of these practices came mostly from in-service sources. Implications of these findings for teachers’ preparation in classroom management are discussed.

Słowa kluczowe

  • classroom management
  • teacher education
  • special education
  • Positive Behavioral Interventions and Supports (PBIS)
  • evidence-based
Otwarty dostęp

Envisioning the Future: Bachelor’s and Master’s Degree Students’ Perspectives

Data publikacji: 11 Mar 2015
Zakres stron: 88 - 102

Abstrakt

Abstract

Education is a future-facing activity. Therefore, universities need to engage students in building alternative and preferable future scenarios and reveal features of unsustainability, as well as open spaces for students to participate in discussions and negotiate new meanings. This paper reveals the future visions bachelor’s and master’s degree students from one of the regional universities in eastern Latvia have of education and focuses on a sustainability analysis (sustainable and unsustainable) of societal aspects and education. The authors conclude that thinking about preferred futures make students more aware of the positive changes that could be made and their personal responsibility to contribute to these changes. In this connection, the need to take a broad, integrated and holistic view of the future and its social and personal significance is of utmost importance.

Słowa kluczowe

  • preferable futures
  • feared futures
  • features of unsustainability
  • features of sustainability
  • higher education
Otwarty dostęp

The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher

Data publikacji: 11 Mar 2015
Zakres stron: 103 - 114

Abstrakt

Abstract

Transforming our educational systems to support sustainable development is a challenge that involves all levels of education – policy, curriculum and pedagogical practice. One critical dimension to look at is a teacher’s identity as it influences a teacher’s decision-making, behaviour and action. The ecological self is the concept that is used in the context of sustainability. This paper discusses the emerging ecological self of one student teacher during her initial teacher education programme. The concepts of the teacher’s self and the ecological self form a lens through which the story of this student teacher is examined. The paper focuses on one part of a broader, longitudinal study of student teachers and their understanding of pedagogy and connectedness with nature in the context of the need for reorienting teacher education towards sustainability. Sterling’s (2001) conceptual framework of ecological view on education is taken as a tool to analyse the collected data. The results indicate that deep connectedness to nature and empathy are framing the holistic view on learning, teaching and a teacher’s self.

Słowa kluczowe

  • teacher education
  • student teacher’s identity
  • ecological self
  • sustainability
  • worldviews
7 Artykułów
Otwarty dostęp

Interplay of Rhizome and Education for Sustainable Development

Data publikacji: 11 Mar 2015
Zakres stron: 5 - 17

Abstrakt

Abstract

One of the central challenges within education for sustainable development (ESD) is in empowering learners to reframe mindsets, particularly those that result in unsustainable behaviours and/or actions. This paper introduces the concept of rhizome articulated by Deleuze and Guattari (1987) and proposes that it can act as a framework for re-conceptualising processes of ESD. Key constructs within the rhizome, such as assemblages, nomadism, war machines and lines of flights, are discussed to highlight their relevance to ESD. The principles of the rhizome (connection, heterogeneity, multiplicity, signifying rupture, cartography and decalcomania) are then examined in the context of six processes necessary for effective ESD outlined by Tilbury (2011), namely, collaboration, dialogue, ‘whole system’ engagement, innovation within curricula, teaching and learning and active and participatory learning. The final section critically considers how this weaving of rhizomatic principles with the processes of ESD impacts on educating for sustainability. The rhizome has the potential to inspire educators and learners alike to become more critically aware of the interconnectivity and disruptive influences within sustainability. In this regard, the discussion ends by concluding that the reconceptualisation of ESD as rhizome or rhizomatic can foster an ontological shift towards perceiving the nature of reality as complex interconnected multiplicities.

Słowa kluczowe

  • rhizome
  • processes of education for sustainable development
  • sustainability
  • self
  • ontology
Otwarty dostęp

Analysis of Mythical-Metaphorical Narratives as a Resource for Education in the Principles and Values of Sustainability

Data publikacji: 11 Mar 2015
Zakres stron: 18 - 38

Abstrakt

Abstract

This research aims to prove that the mythical-metaphorical narratives from cultures in harmonic relationship with their natural environment can be considered as an educational resource within the context of education for sustainable development. Using the Earth Charter as a basis and after establishing as analysis categories the competencies that education should foster in the students from this perspective, a content analysis of 28 stories was performed. The results endorse the existing coherence between the materials analysed and the principles and values that the Earth Charter’s text reflects and the relevance of these materials as educational resources within the framework of education for sustainable development.

Słowa kluczowe

  • educational resource
  • mythical-metaphorical narratives
  • education for sustainable development
  • complex thinking
Otwarty dostęp

Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

Data publikacji: 11 Mar 2015
Zakres stron: 39 - 53

Abstrakt

Abstract

This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

Słowa kluczowe

  • initial teacher education
  • student teachers
  • teaching practice
Otwarty dostęp

Investigating Estonian Teachers’ Expectations for the General Education Curriculum

Data publikacji: 11 Mar 2015
Zakres stron: 54 - 70

Abstrakt

Abstract

Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.

Słowa kluczowe

  • Curriculum
  • curriculum development
  • teachers’ autonomy
  • general education
  • questionnaire
Otwarty dostęp

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

Data publikacji: 11 Mar 2015
Zakres stron: 71 - 87

Abstrakt

Abstract

In the present investigation, teachers’ self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and Supports (PBIS) had significantly higher mean knowledge ratings in the area of posting, teaching, reviewing, monitoring and reinforcing expectations than those who do not teach in a PBIS school. Teachers certified in special education had significantly higher knowledge and competency ratings in relation to maximising structure, using a continuum of strategies to acknowledge appropriate behaviour and employing a variety of techniques to respond to inappropriate behaviour than those not certified in special education. Teachers’ knowledge of each of these practices came mostly from in-service sources. Implications of these findings for teachers’ preparation in classroom management are discussed.

Słowa kluczowe

  • classroom management
  • teacher education
  • special education
  • Positive Behavioral Interventions and Supports (PBIS)
  • evidence-based
Otwarty dostęp

Envisioning the Future: Bachelor’s and Master’s Degree Students’ Perspectives

Data publikacji: 11 Mar 2015
Zakres stron: 88 - 102

Abstrakt

Abstract

Education is a future-facing activity. Therefore, universities need to engage students in building alternative and preferable future scenarios and reveal features of unsustainability, as well as open spaces for students to participate in discussions and negotiate new meanings. This paper reveals the future visions bachelor’s and master’s degree students from one of the regional universities in eastern Latvia have of education and focuses on a sustainability analysis (sustainable and unsustainable) of societal aspects and education. The authors conclude that thinking about preferred futures make students more aware of the positive changes that could be made and their personal responsibility to contribute to these changes. In this connection, the need to take a broad, integrated and holistic view of the future and its social and personal significance is of utmost importance.

Słowa kluczowe

  • preferable futures
  • feared futures
  • features of unsustainability
  • features of sustainability
  • higher education
Otwarty dostęp

The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher

Data publikacji: 11 Mar 2015
Zakres stron: 103 - 114

Abstrakt

Abstract

Transforming our educational systems to support sustainable development is a challenge that involves all levels of education – policy, curriculum and pedagogical practice. One critical dimension to look at is a teacher’s identity as it influences a teacher’s decision-making, behaviour and action. The ecological self is the concept that is used in the context of sustainability. This paper discusses the emerging ecological self of one student teacher during her initial teacher education programme. The concepts of the teacher’s self and the ecological self form a lens through which the story of this student teacher is examined. The paper focuses on one part of a broader, longitudinal study of student teachers and their understanding of pedagogy and connectedness with nature in the context of the need for reorienting teacher education towards sustainability. Sterling’s (2001) conceptual framework of ecological view on education is taken as a tool to analyse the collected data. The results indicate that deep connectedness to nature and empathy are framing the holistic view on learning, teaching and a teacher’s self.

Słowa kluczowe

  • teacher education
  • student teacher’s identity
  • ecological self
  • sustainability
  • worldviews

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