Pre-service teachersʼ perceptions of, and experiences with, technology-enhanced transformative learning towards education for sustainable development

Stanislav Avsec (Avtor), Vesna Ferk Savec (Avtor)

Povzetek

Teacher education for sustainable development (ESD) is faced with continuing unsustainability trends, which require deep and enduring social transformation. Transformative learning is a possible solution to facilitating reflection on the cognitive and socio-emotional processes underpinning students’ learning towards sustainability. The purpose of this paper is to investigate students’ perceptions of, and experiences with, technology-enhanced self-directed learning and design thinking as possible moderators of transformative learning in order to advance the concept and practice of teacher ESD. These perceptions and experiences are represented by 225 pedagogical and non-pedagogical students from the University of Ljubljana, asked to respond anonymously to three online questionnaires in May and June 2021. Findings indicate that strengthening the transformative aspect of ESD in pre-service teachers requires the consideration of critical reflection, self-awareness, risk propensity, holistic view and openness to diversity, and social support. Moreover, self-directed learning was found to be a moderator for transformative learning among pre-service science teachers, while design thinking was evenly developed among transformative learning for both low- and high-ability students, no matter the study programme. The conditioning factors and explanatory arguments for these results are also discussed.

Ključne besede

spletno učenje;oblikovalsko mišljenje;bodoči učitelji;

Podatki

Jezik:	Angleški jezik
Leto izida:	2021
Tipologija:	1.01 - Izvirni znanstveni članek
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	Basel : MDPI
UDK:	378
COBISS:	77474307
ISSN:	2071-1050
Št. ogledov:	130
Št. prenosov:	16
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarne ključne besede:	Izobraževanje učiteljev;Trajnostni razvoj;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Članek v reviji
Strani:	1 datoteka PDF (28 str.)
Letnik:	ǂVol. ǂ13
Zvezek:	ǂissue ǂ18
Čas izdaje:	2021
DOI:	10.3390/su131810443
ID:	13380712