Literaturnachweis - Detailanzeige
Autor/inn/en | Tsakeni, Maria; Jita, Loyiso |
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Titel | A Preservice Teacher's Reflections on Education for Sustainable Development in Multiple-Deprived Science Classrooms |
Quelle | In: International Journal of Higher Education, 10 (2021) 5, S.56-67 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1927-6044 |
Schlagwörter | Sustainable Development; Science Instruction; Preservice Teachers; Science Teachers; Student Teaching; Preservice Teacher Education; Social Justice; Science Education; Poverty; Low Income Groups; Equal Education; Disadvantaged; Citizenship Education; Conservation (Environment); Socioeconomic Influences; Educational Resources; Teaching Methods; Teacher Competencies Nachhaltige Entwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching practice; Unterrichtspraxis; Lehramtsstudiengang; Lehrerausbildung; Soziale Gerechtigkeit; Naturwissenschaftliche Bildung; Armut; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Sozioökonomischer Faktor; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst |
Abstract | In the wake of the United Nations' Agenda 2030 on sustainability, this study problematizes how conditions in multiple-deprived science classrooms are intricately connected to the sustainable development goals (SDGs). This narrative inquiry design research consisting of one participant, describes how the conditions of multiple-deprivation in science classrooms are influenced by, and in turn influence the achievement of, some of the SDGs. The narratives were contained in the reflections documented by a Bachelor of Education (BEd) preservice physical sciences teacher of his third- and fourth-year teaching practice experiences whilst conducting observations and teaching in multiple-deprived classrooms. The study was undergirded by education for sustainable development (ESD) and the SDGs as conceptual frameworks. The data collected were analysed through narrative data analysis techniques, revealing forms of deprivation in the science classroom which were driven by the SDGs related to poverty elimination, quality education, reduction of inequalities and social injustice, promotion of sustainable communities, and establishment of partnerships for goal attainment. The study findings show how the teaching and learning in multiple-deprived classrooms may pose as a challenge to the attainment of the SDGs, pointing out to some implications for practice. (As Provided). |
Anmerkungen | Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site: http://www.sciedupress.com/ijhe |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |