ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Development of EFL Teachers through Rotatory Peer Supervision
Author: Amini, Samrand
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,English Teachers,Second Language Instruction,English (Second Language),Teacher Supervision,Coaching (Performance),Observation,Feedback (Response),Criticism

Supervision in Iranian private language schools is carried out by one experienced teacher supervisor with too much authority. This paper reports a novel model of supervision, namely rotatory peer-supervision, in which supervision is delegated to English as foreign language (EFL) teachers themselves. In rotatory supervision, experienced teachers take turns observing each other's classes and those of their less experienced colleagues and providing constructive feedback. In this study, we investigated the possibility of employing teachers as supervisors and analyzed what they focused and what type of supervisory feedback they provided. While observing their peers' classes on a rotatory basis for 16 sessions, four experienced teachers evaluated their peer's teaching performance using a researcher-made classroom observation checklist after receiving a sandwich course on providing constructive supervisory feedback. Their evaluative comments were categorized in terms of compliments, criticisms, and suggestions. The findings revealed that the teacher-supervisors offered compliments much more than criticisms and suggestions. Moreover, critical comments were offered using non-accusatory, mitigated, and face-saving language. This study calls for further recognition of rotatory peer supervision as a viable alternative to the practiced models and further research on this under-researched topic.
An Analysis of Transformation of Teaching and Learning of Japanese Schools That Significantly Addressed Education for Sustainable Development
Author: Ichinose, Tomonori
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Critical Thinking,Participative Decision Making,Sustainable Development,Curriculum Development,Student Role,Elementary School Students,Secondary School Students,Foreign Countries,Interdisciplinary Approach,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Comparative Education,Local Issues,Environmental Education,Student Centered Learning,School Community Relationship,Teacher Role,Change Agents,Conservation (Environment),Teacher Student Relationship,Instructional Design

Education for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, students' awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.
School-Based Teacher Training in Jordan: Towards On-School Sustainable Professional Development
Author: Alkhawaldeh, Ahmad
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Faculty Development,Doctoral Students,Teacher Education,Transfer of Training,Educational Environment,Teacher Effectiveness,Student Attitudes,Preferences,Adoption (Ideas),Educational Facilities,Mentors,School Administration,Program Implementation,Educational Needs,Sustainable Development

Despite the challenges to develop school-based sustainable teacher training and development and the diverse demands to execute this type of teacher professionalism to achieve sustainable teacher development, this new trend seems indispensable both for Jordanian teacher education and many other similar world educational systems. The present qualitative study robustly relied on a set of self-reports developed by 12 doctoral students who took a teacher education course at the University of Jordan in the second semester, 2017. They self-reported on their perspectives on school-based teacher training in terms of its significance, requirements, challenges and possible solutions to develop this route to teacher training in a country which like several other educational systems worldwide was dominated by an academic theory-based route to teacher preparation and qualification. Their self-reports were analysed and their patterns concerning the reasons behind adherence to school-based teacher training and the facilities to promote it and the challenges for school based teacher training were collected and meticulously probed. The findings of the study noticeably advocate school-based teacher training as a major route to teacher training. The participants of the study obviously considered this training route a method to transfer training experience to the teachers' classroom instruction. Some recommendations were proposed calling for adopting this new training approach and conducting further research in this emerging paradigm.
Knowledge, Attitudes and Practices of Sustainability: Systematic Review 1990-2016
Author: Salas-Zapata, Walter Alfredo
Date: 2018-00-00
Type: Journal Articles
Subjects: Sustainability,Knowledge Level,Teacher Attitudes,Student Attitudes,Teacher Behavior,Student Behavior,Graduates,Behavior,Attitudes,Ecology,Conservation (Environment),Sustainable Development,Secondary Education,Foreign Countries,Elementary Education,Adults,College Graduates

For any transition towards sustainability to be successful, it is necessary to understand the knowledge, attitudes and practices (KAP) -- related to sustainability -- in different populations. A systematic review was conducted to identify and analyse KAP studies on sustainability that were reported in the scientific literature during the period of 1990-2016. Ten studies were found, of which half were conducted among populations in educational environments, i.e., teachers, students and graduates. The KAP results vary among the studies; however, there is a general tendency to investigate aspects related to ecosystems, natural resources, environmental protection and conservation. The present study concludes that it is necessary to conduct KAP studies that include categories that reflect on the wide range of meanings of sustainability and the attitudes and practices that would arise from such perspectives. This finding also reveals dimensions of sustainability usually omitted by KAP studies of sustainability.
Learning to Be: Teachers&apos; Competences and Practical Solutions: A Step towards Sustainable Development
Author: Ghorbani, Somayyeh
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Sustainable Development,High School Teachers,Foreign Countries,Teacher Attitudes,Teacher Characteristics,Expertise,Student Development,Gender Differences,Teaching Experience,Educational Attainment,Teacher Education

The purpose of the present study is to determine teachers' professional competences in &quot;learning to be&quot; and provide practical solutions for its realization. The research employed a mixed-methods sequential explanatory design and was conducted through two qualitative and quantitative methods. The population of the qualitative research consisted of educational experts, among whom 20 participants were selected through the purposive sampling technique after conducting interviews and data saturation. The population of the quantitative research included high school teachers in districts 2 and 3 of Isfahan among whom 217 holding MA, MSc, and PhD. degrees were selected via purposive sampling technique. In the qualitative section, the data collection instrument was semistructured interview, and in the quantitative section, a 14-subscale researcher-made Teacher Professional Competences Questionnaire. Findings of the qualitative section were categorized into teachers' cognitive competences, educational and managerial skills, and scientific, attitudinal, skill, behavioral, and general competences. From teachers' viewpoints, the most important competences in &quot;learning to be&quot; was their ability to develop self-esteem and self-confidence in students, ability to increase personal skills such as self-awareness and self-belief in students, and their ability to guide students to determine the valuable goals for their lives. There was a consensus among views of experts and teachers about professional competences. There were no differences in the teachers' opinions regarding the demographic characteristics of professional competences. Practical solutions of this learning approach were categorized by educational experts into solutions related to teacher education strategies, educational-training modalities, and the involvement of effective factors.
The Need for Entrepreneurial Education at University
Author: Vaicekauskaite, Rita
Date: 2018-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Educational Needs,Universities,Education Work Relationship,Sustainable Development,Innovation,College Students,College Faculty,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Administrators,Role of Education,Self Efficacy,Business Administration Education,Information Technology,Teacher Role,Student Motivation,Opportunities,Success

Entrepreneurship has been seen as a mystical phenomenon for many years. It has been a prevalent notion about success for talented and lucky people. The growing number of research confirms that education plays a significant role in fostering entrepreneurship and new attitudes to it. Recent measurements have mainly been oriented to education as fostering motivation for business-oriented entrepreneurship; moreover, growing attention is devoted to sustainability entrepreneurship. The article introduces the conceptual analysis of different education models and generated impact on entrepreneurial activities. The article also provides an interview-based research analysis about students and teachers' early entrepreneurial intentions and activities. The present study confirms a significant need for entrepreneurial education in order to start, develop, and successfully realise innovative ideas.
Making Sense of Core Qualities to Sustain Professional Development through Core Reflection Practice
Author: Khazaeenezhad, Bahareh
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Sustainability,Language Teachers,Preservice Teachers,Reflection,Teaching Methods,Teacher Characteristics,Professional Identity,English (Second Language),Second Language Instruction,Foreign Countries

Professional development in sustainable teacher education has recently shifted to focusing on pedagogical practice rather than theoretical knowledge. Given that, reflection practice can have an effective role in identifying undiscovered potentials of prospective language teachers. Hence, the current study was an attempt to examine the potential core qualities of Iranian prospective language teachers in a way to sustain professional development through merging theoretical knowledge and pedagogical practice. To that end, core reflection model, which is a concept in the context of sustainability, was practiced by ten prospective language teachers through drawing on their reflective journals, focus group discussions, and field notes collected over a four month period. Analysis of the obtained data revealed several core qualities on the three scales of feeling, thinking, and wanting. These qualities appeared to have been developed through interaction of both theoretical knowledge and pedagogical practice. This demonstrates the value of reflection practice as a way toward more development in making sense of teachers' core qualities. Thus it can lead to positive changes in shaping teachers sustainable professional identity.
Addressing Cultural Identity through Negotiation: Analysis of Student-Teacher-Authored Narratives
Author: Rashidi, Naser
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Personal Narratives,Self Concept,English Instruction,Identification (Psychology),Cultural Differences,Cultural Context,Cultural Awareness,Teacher Education Programs,English (Second Language),Attitude Change,Consciousness Raising,Professional Identity,Semantics,Sustainability,Transformative Learning

Teachers' cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachers' identity has been done using teacher-authored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachers' cultural identity formation. To that end, three student-teachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachers' narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways including using cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular.
The Prospects of Transdisciplinary Approach to Promote Learners&apos; Cognitive Interest in Natural Science for Sustainable Development
Author: Jurgena, Inese
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Student Interests,Science Interests,Sustainable Development,Natural Sciences,Grade 9,Foreign Countries,High School Students,Teaching Methods,Science Instruction,Student Participation

The use of transdisciplinary approach to promote learners' interest in the acquisition of natural science at school provides new opportunities for a complex explanation of the phenomenon and improving the quality of the process of learning. The aim of the study is to explore the learners' cognitive interest, personal participation and the approaches chosen by teachers from the perspective of transdisciplinary approach. The study characterises students' subjective evaluations of their personal participation and cognitive interest in the subjects of biology, chemistry, physics and mathematics, and the approaches used by teachers. The participants were 9th grade students from 17 Latvian schools (536 respondents) with the average age of 15.3 (SD=0.63). The results of the study showed that students' evaluations concerning their personal participation in the process of learning were contradictory. They devote little of their free time to the acquisition of science subjects. As to teachers' activity, a variety of teaching approaches are used. According to students' subjective evaluations, the constructivist learning approach corresponds to the trends of sustainable education, whereas the overall context in which the development of learners' cognitive interest in the acquisition of natural science subjects takes place at school highlights issues concerning the sustainable development of the system and the prospects of using the transdisciplinary approach.
Changes in Thoughts and Actions as Requirements for a Sustainable Future: A Review of Recent Research on the Finnish Educational System and Sustainable Development
Author: Hofman-Bergholm, Maria
Date: 2018-00-00
Type: Journal Articles
Subjects: Sustainable Development,Educational Research,Foreign Countries,Attitude Change,Role of Education,Global Approach,International Organizations,Teacher Education,Systems Approach,Curriculum Implementation,Student Teachers,Environmental Education,Climate,Educational Change,Knowledge Base for Teaching,Teacher Educators,Universities,Interdisciplinary Approach,Compulsory Education,Values,Critical Thinking,Teacher Competencies,Behavior Change

In numerous UN policy documents, a sustainable future through education is set in a key position; the UNESCO Global Action Programme on Education for Sustainable Development (UNESCO, 2018) is no exception. Therefore, it is of great importance to examine and report how different UN member countries work towards the implementation of sustainability at all levels of education. This article is a review of recently published research in Finland, with a focus on sustainability in the educational system. Specifically, the article deals with teacher education, combined with theoretical research around sustainability and systems thinking, to find a pathway forward. The main finding is that higher education in Finland cannot guarantee that student teachers are prepared enough to teach about sustainability. This issue is discussed and addressed in the last part of the article.
Implementing Education for Sustainable Development in Namibia: School Teachers&apos; Perceptions and Teaching Practices
Author: Anyolo, Eveline O.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainable Development,Teacher Attitudes,Teaching Methods,Secondary School Teachers,Knowledge Level,Conservation (Environment),Secondary School Curriculum

Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers' (n=9) perceptions of ESD and the teachers' teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.
Blockchain and the Future of Digital Learning Credential Assessment and Management
Author: Jirgensons, Merija
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Credentials,Recognition (Achievement),Lifelong Learning,Electronic Publishing,Portfolios (Background Materials),Information Storage,Open Source Technology,Social Networks,Social Media,Foreign Countries

Blockchain educational technology has created assessment and management tools for learner credentials that are permanent, transparent and sustainable while giving users direct access. Personal encrypted credentials enable users to shape lifelong learning pathways and personalizes education according to individual values and needs. They allow for the permanent documentation of both formal and informal learning based on transversal competencies, adjustable across the economic sector and responsive to situational needs. Badging was the initial response to online credentialing. Mozillaís open digital badges have become the unofficial global standard and the specifications remain free. They may be viewed in e-portfolios and social networks. Yet, if issuers cease hosting badges, they become invalid even when authentic. Some experiments with blockchain technology remedy this situation by creating a permanent, secure and sustainable infrastructure for learning records. The MIT Media Lab has produced the bitcoin based Blockcerts; whereas the Knowledge Institute, Open University, UK has developed Ethereumís Smart Contracts to document Microcredentials (Badges). Both are Open Source products. Most EU nations are experimenting with educational blockchain. The technology creates an infrastructure to document, store and manage credentials and provides learners with a sustainable record of achievements they can control. It also benefits universities by reducing administrative costs and bureaucracy.
Attitudes toward Pillars of Sustainable Development: The Case for University Science Education Students in Jordan
Author: Abu-Alruz, Jamal
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Education,Student Attitudes,Sustainable Development,Public Colleges,Environment,Economics,Education

The primary aim of the study is to determine the attitudes of science education students at a public university in Jordan toward sustainable development. The validated instrument has been applied to a sample of 198 university students taking science education classes. Descriptive analyses have been used to analyse the data collected. Results of the study indicate overall positive attitudes toward three pillars of sustainable development (economic viability, society, and education). However, students' attitudes toward the environment as a pillar of sustainable development are negative. The study offers recommendations for theory and practice.