Descriptive Analysis of the Education for Sustainable Development Programme: Fundisa for Change Perspective

Autor/in	Msezane, Sikhulile Bonginkosi
Titel	Descriptive Analysis of the Education for Sustainable Development Programme: Fundisa for Change Perspective
Quelle	In: International Journal of Curriculum and Instruction, 15 (2023) 1, S.741-761 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Msezane, Sikhulile Bonginkosi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Program Descriptions; Sustainable Development; Environmental Education; Foreign Countries; Teacher Workshops; Faculty Development; Pedagogical Content Knowledge; Case Studies; Teacher Attitudes; Teaching Methods; Sociocultural Patterns; Course Content; Elementary Secondary Education; South Africa + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Pädagogische Kompetenz; Case study; Fallstudie; Case Study; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Kursprogramm; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	For teachers to contribute to the development of the environmentally sustainable and wholesome society envisioned in South Africa's Constitution, it was the goal of this paper to evaluate the effectiveness of teacher development workshops designed to equip teachers with environmental and sustainability knowledge and skills in the curriculum. In gathering and analyzing data for the study, a qualitative technique and a case study design were used. Face to face interviews of six teachers was used as the only data collection method. Results revealed that, in addition to encouraging positive changes in teachers' knowledge and skill acquisition, the program, as previously mentioned, also provided teachers with strategies for teaching about sustainable development by incorporating socio-cultural and environmental factors into the learning process. The training for Fundisa for Change should be made available to more teachers from a variety of schools, according to the paper, so that knowledge about the instruction of environmental topics can be spread throughout the province of Mpumalanga rather than being concentrated in a few schools. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.] (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: https://ijci.globets.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01