Live what you teach & teach what you live

student views on the acceptability of teachersʼ value-related statements about sustainability and climate change

Abstract

This paper presents the results of a survey among pre-service and inservice students of pre-school education and students of environmental sciences on the acceptability of value-laden statements made by their teachers on issues of sustainable development and climate change. Fifteen statements were provided, and students had to choose among the options »acceptable statement«, »unacceptable statement« and »cannot decide«. The questionnaire was completed by 139 students from two universities in Slovenia. The results show that the students expect their teachers to promote the principles of sustainable development. The majority of students considered any teacher’s statement that would cast doubt on the cause or the necessity to act against climate change to be unacceptable. Teacher’s statements emphasising global issues that have, or could have, a direct impact on developed countries (e.g. climate change) received higher support than those global questions that more heavily impact underdeveloped or developing countries (e.g. poverty, child labour, access to natural resources). In the conclusion, it is emphasised that teachers should assist students in developing their own moral positions on complex issues such as sustainable development and climate change. Structured discussion techniques, such as a panel discussion, forum and debate, should be regularly and carefully implemented into lectures at the university level.

Keywords

environmental education;student;teacher;sustainable development;climate change;university education;environmental education;teaching;values;

Data

Language:	English
Year of publishing:	2013
Typology:	1.01 - Original Scientific Article
Organization:	UL PEF - Faculty of Education
UDC:	378:502.131.1
COBISS:	9590601
ISSN:	1855-9719
Parent publication:	CEPS journal
Views:	1774
Downloads:	242
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	Živi tisto, kar poučuješ, in poučuj tisto, kar živiš
Secondary abstract:	V članku so predstavljeni izsledki raziskave med študenti predšolske vzgoje in študenti okoljskih znanosti o njihovih pogledih na sprejemljivost učiteljevih vrednotno orientiranih izjav o trajnostnem razvoju in podnebnih spremembah. Študentje so se opredelili do petnajstih podanih izjav. Pri tem so lahko izbirali med odgovori »sprejemljiva izjava«, »nesprejemljiva izjava« in »neodločen/-a«. Vprašalnik je izpolnilo 139 študentov iz dveh slovenskih univerz. V izsledkih ugotavljamo, da študentje od svojih profesorjev pričakujejo, da spodbujajo in podpirajo trajnostni razvoj. Večina vprašanih študentov tudi ne odobrava, da bi ti podvomili o vzrokih in nujnosti ukrepanja zoper podnebne spremembe. Podpora tistim izjavam, ki poudarjajo globalna vprašanja, ki imajo ali bi lahko imela neposreden vpliv na razvite države (npr. podnebne spremembe), je bila pri študentih večja kot podpora izjavam o globalnih vprašanjih, ki bolj prizadenejo nerazvite in razvijajoče se države (npr. revščina, otroško delo, dostop do naravnih virov). V sklepnem delu je poudarjena vloga učiteljev, ki morajo pomagati učečim pri razvijanju lastnih moralnih pogledov na kompleksna vprašanja, kot so trajnostni razvoj in podnebne spremembe. Strukturirane tehnike diskusije, kot so okrogla miza, forum in razprava, morajo biti na univerzitetni ravni zato redno in ustrezno implementirane.
Secondary keywords:	visoko šolstvo;okoljska vzgoja;trajnostni razvoj;podnebne spremembe;študenti;učitelji;vrednote;environmental education;student;teacher;študent;učitelj;
URN:	URN:NBN:SI
Type (COBISS):	Article
Pages:	str. 45-58
Volume:	ǂVol. ǂ3
Issue:	ǂno. ǂ1
Chronology:	2013
DOI:	10.26529/cepsj.250
ID:	1485170