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Marite Kravale-Paulina; Livitina Olga; Eridiana Olehnovica; Ilona Fjodorova – Journal of Teacher Education for Sustainability, 2023
Overcoming the challenges of COVID-19, every person at an educational institution has faced changes in the workplace environment from working time, scope and content to the transformation of psychological, emotional and physical relationships. The attractiveness factors of workplace environment are essential in thinking of, developing and…
Descriptors: Work Environment, Sustainable Development, Organizational Culture, Teacher Attitudes
Echegoyen-Sanz, Yolanda; Martín-Ezpeleta, Antonio – Journal of Teacher Education for Sustainability, 2021
To achieve an effective Education for Sustainable Development (ESD), teachers should possess appropriate sustainability attitudes to transmit those values to their future students. In this article, a holistic educational intervention around the ecofeminist movement is described and its impact on the sustainability attitudes of 188 pre-service…
Descriptors: Sustainable Development, Environmental Education, Preservice Teachers, Student Attitudes
Jurgena, Inese; Cedere, Dagnija; Keviša, Ingrida; Szerlag, Alicja; Jedrzejowska, Agnieszka – Journal of Teacher Education for Sustainability, 2021
The contradictions of modern human development are related to educational space, which is characterized by globalization and technology-driven changes; therefore, the social dimension of teacher education emphasizes the humane character of education -- respectful communication, participation, empathy, flexibility, and the ability to change so that…
Descriptors: Preservice Teachers, College Freshmen, Student Attitudes, Preschool Education
Meesuk, Parinya; Sramoon, Banleng; Wongrugsa, Angwara – Journal of Teacher Education for Sustainability, 2020
The purposes of this research were to study the current situation and to compare the consequences of the Child Development Centre teachers on classroom action research-based instruction. The sample was 81 teachers of the Child Development Centre of the Local Administrative Organisation, derived from multi-stage random sampling. The instruments…
Descriptors: Action Research, Child Development, Classroom Research, Validity
Kukoja, Katrine – Journal of Teacher Education for Sustainability, 2019
The growing number of studies stresses the importance of social investment at an early age by showing that social investment at this period has the highest returns in human capital. The main instrument of social investment at an early age is high quality early childhood education and care services. The aim of the research was to identify whether…
Descriptors: Early Childhood Education, Child Care, Educational Quality, Foreign Countries
Mirke, Evija; Cakula, Sarma; Tzivian, Lilian – Journal of Teacher Education for Sustainability, 2019
Previous studies have analysed the need to measure learners' readiness for online learning. In the framework of education reform in Latvia, by the end of 2021 the National Centre for Education will implement online courses for all school teachers. However, there is a lack of studies investigating teachers-as-learners' readiness to study online in…
Descriptors: Technological Literacy, Online Courses, Readiness, Teacher Competencies
Veisson, Marika; Kabaday, Abdulkadir – Journal of Teacher Education for Sustainability, 2018
Since education is a dynamic process and open to contemporary changes, professionalism which is vitally important for the sustainability of teacher education, has gained importance. Recent studies have emphasised the relations between professionalism and quality of teacher education and sustainability. The aim of the current study was to interview…
Descriptors: Foreign Countries, Preschool Teachers, Teacher Attitudes, Professionalism
Ülavere, Pärje; Tammik, Anu – Journal of Teacher Education for Sustainability, 2017
For systematic implementation of value education in educational institutions, the national programme "Values Development in Estonian Society 2009-2013" (Ministry of Education and Research 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child…
Descriptors: Values Education, Foreign Countries, Qualitative Research, Semi Structured Interviews
Kabadayi, Abdulkadir – Journal of Teacher Education for Sustainability, 2016
Nowadays, teacher professionalization has been upgrading and the status, training and working conditions of teachers have received a great deal of interest for sustainable education. It is recognized that if teachers are equipped with adequate professional knowledge and personal practical knowledge, they will become active curriculum planners at…
Descriptors: Foreign Countries, Inservice Teacher Education, Models, Preschool Teachers
Ülavere, Pärje; Veisson, Marika – Journal of Teacher Education for Sustainability, 2015
The objective of the study was to provide an outline of the values that principals, teachers and parents of preschool child care institutions consider important to be taught to children, and which activities, in their estimation, should be used to implement values education in child care institutions. A total of 978 respondents from all 15…
Descriptors: Values Education, Principals, Administrator Attitudes, Parent Attitudes
Nurmilaakso, Marja – Journal of Teacher Education for Sustainability, 2015
Over the last decades the nature and form of what children can choose to read has changed radically, partly as a consequence of rapid technological advances and the increasing dominance of the image. The research questions were: (1) "How do children learn to read and write by computer?"; (2) "How can one support children's learning…
Descriptors: Questionnaires, Preschool Teachers, Elementary School Teachers, Preservice Teachers
Vartiainen, Henriikka; Enkenberg, Jorma – Journal of Teacher Education for Sustainability, 2013
This paper focuses on the expansion of design-oriented pedagogy that encourages approaching global phenomena such as sustainable development from the perspective of local environments, cultures and associated ways of doing things. It aims to determine how project members and teachers from eight different European countries (n = 221) who had…
Descriptors: Design, Sustainable Development, Forestry, Local Issues
Reunamo, Jyrki; Suomela, Liisa – Journal of Teacher Education for Sustainability, 2013
In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended…
Descriptors: Foreign Countries, Early Childhood Education, Sustainable Development, Preschool Teachers