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Hauptsachtitel:
The green Don Quixotes: values development of Education for Sustainable Development teachers.
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o.O.
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Abstract: Values -- Ethics -- ESD -- Education. We, as a society, have been presented with a massive problem to solve. As the northern hemisphere (and increasingly parts of the southern hemisphere) continue efforts for economic growth, security, and personal comfort; topics of ecological damage, climate change, hunger, disease, poverty, exploitation, and war become more and more commonplace in our collective psyche. In order to find solutions, we must stop using old ways of thinking in favor of a 'new story, ' one that places humans within nature instead of in control over it. While top level efforts are important, even more critical to this topic are the people charged with teaching these new ideas, beliefs, and behaviors. The question that arises from this is, what are the beliefs and values of the teachers who are viewed as passionate or leaders in the field of Education for Sustainable Development (ESD)? What have they learned or experienced that has led them to teach from an ecologically literate perspective and/or towards a greater understanding and acceptance of social responsibility? This study collects the stories and experiences of six high school science teachers and ESD practitioners currently working in Winnipeg, Manitoba, Canada. Stories were analyzed to discover: individual values and belief sets of teachers as well as their progression from childhood to novice teacher to ESD practitioner; and experiences that promoted currently held beliefs and values. As a result, the data shows ESD practitioners to be dedicated and committed individuals, whose values and attitudes stem directly from childhood experiences in nature coupled with parental/adult encouragement. From their stories and experiences, it is clear that successful implementation of values based ESD programs rests sole on the shoulders of the people asked to teach it.
Inhaltsverzeichnis :
Acknowledgments

Abstract

Table of Contents

Chapter One: Introduction
Introduction
The Earth Charter
The Decade of Education for Sustainable Development
Perception Shift: From External to Internal
The Conceptual Framework
Limitations

Chapter Two: Literature Review
Context of the Crisis
An Evolution of Education for Sustainable Development
Philosophical Foundations of ESD
Cultural Barriers to Action
The Canadian Context
The Manitoban Context
Barriers to ESD Integration
Transformative Learning
Summary

Chapter Three: Methodology
Purpose
Research Design
Interviews
Study Participants
Confidentiality & Ethics

Chapter Four: Results

Results

Understanding and Attitudes Toward Sustainable Development

Commitment to Sustainable Development
Classroom
Non-Classroom, School Related ESD
Lifestyle

Values and Beliefs
Nature
Teaching and Learning
Awareness and Knowledge
Respect and Responsibility

Supported and Individual Themes

Experiences
Melanie
Greg
Ivan
Paul
Marie
Speed

Emergent Themes
Parents
Evolution vs. Epiphany
Mentorship

Challenges and Barriers
Institutional Barriers
Student Related Barriers
Personal Barriers

Motivators
External Motivators
Internal Motivators

Summary

Chapter Five: Discussion
Summary of Findings
Discussion
Implications
Recommendations for Practice
Recommendations for Research
Limitations
Conclusion
References

Appendices
Appendix A
Appendix B
Appendix C