Have a personal or library account? Click to login
Student Teachers' Change Agency in Education for Sustainable Development Cover

Student Teachers' Change Agency in Education for Sustainable Development

Open Access
|Jul 2021

References

  1. Akin, S., Calik, B., & Engin-Demir, C. (2017). Students as change agents in the community: Developing active citizenship at schools. Educational Sciences: Theory & Practice, 17, 809–834. http://dx.doi.org/10.12738/estp.2017.3.017610.12738/estp.2017.3.0176
  2. Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable Development, 6(2), 191–206. https://doi.org/10.1177%2F097340821247519910.1177/0973408212475199
  3. Bengtsson, M., Alfredsson, E., Cohen, M., Lorek, S., & Scroeder, P. (2018). Transforming systems of consumption and production for achieving the sustainable development goals: Moving beyond efficiency. Sustainability Science, 13, 1533–1547. https://doi.org/10.1007/s11625-018-0582-110.1007/s11625-018-0582-1
  4. Bennett, S., Jessani, N., Glandon, D., Qui, M., Scott, K., Meghani, A., El-Jardali, F., Maceira, D., Javadi, D., & Ghaffar, A. (2020). Understanding the implications of the Sustainable Development Goals for health policy and systems research: Results of a research priority settings exercise. Globalization and Health, 16(5). https://doi.org/10.1186/s12992-019-0534-210.1186/s12992-019-0534-2
  5. Biesta, G., Priestely, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Theory and Practice, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.104432510.1080/13540602.2015.1044325
  6. Biesta, G., Priestely, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers talk for teacher agency. Journal of Curriculum Studies, 49(1), 38–54. https://doi.org/10.1080/00220272.2016.120514310.1080/00220272.2016.1205143
  7. Borg, C., Gericke, N., Höglund, H. O., & Bergman, E. (2014). Subject-and experience-bound differences in teachers' conceptual understanding of sustainable development. Environmental Education Research, 20(4), 526–551. https://doi.org/10.1080/13504622.2013.83358410.1080/13504622.2013.833584
  8. Brandisauskiene, A., Cesnaviciene, J., Miciuliene, R., & Kaminskiene, L. (2020). What factors matter for sustainable professional development of teachers? Analysis from four countries. Journal of Teacher Education for Sustainability, 22(2), 153–170. doi: 10.2478/jtes-2020-002210.2478/jtes-2020-0022
  9. Chinedu, C. C., Wan-Mohamed, W. A., & Ogbonnia, A. A. (2018). A systematic review on Education for Sustainable Development: Enhancing Tve teacher training programme. Journal of Technical Education and Training, 10(1), 109–125. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/1678
  10. Christie, B. A., Miller, K. K., Cooke, R., & White, J. G. (2013). Environmental sustainability in higher education: What do academics teach? Environmental Education Research, 19(3), 385–414. https://doi.org/10.1080/13504622.2012.69859810.1080/13504622.2012.698598
  11. Corcoran, P. B., Walker, K. E., & Wals, A. E. J. (2004). Case studies, make-your-case studies, and case stories: A critique of case-study methodology in sustainability in higher education. Environmental Education Research, 10(1), 7–21. https://doi.org/10.1080/135046203200017367010.1080/1350462032000173670
  12. Doring, A. (2002). Challenges to the academic role of change agent. Journal of Further and Higher Education, 46(2), 139–148. https://doi.org/10.1080/0309877022012941510.1080/03098770220129415
  13. Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43, 168–182. https://doi.org/10.1016/j.ijer.2006.06.01010.1016/j.ijer.2006.06.010
  14. Edwards, A. (2017). The dialectic of person and practice: How cultural-historical accounts of agency can inform teacher education. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 269–285). Sage.10.4135/9781526402042.n15
  15. Elo, S., Kääräinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1). https://journals.sagepub.com/doi/pdf/10.1177/215824401452263310.1177/2158244014522633
  16. Elorinne, A.-L., Eronen, L., Pollari, M., Hokkanen, J., Reijonen, H., & Murphy, J. (2020). Investigating Home Economics teachers' food waste practices and attitude. Journal of Teacher Education for Sustainability, 22(1), 6–20. https://doi.org/10.2478/jtes-2020-000210.2478/jtes-2020-0002
  17. Emirbayer, M., & Mische, A. (1998). What is agency? The American Journal of Sociology, 103(4), 962–1023.10.1086/231294
  18. Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39–50. https://doi.org/10.1080/1038204090354553410.1080/10382040903545534
  19. Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65. https://doi.org/10.1016/j.edurev.2013.05.00110.1016/j.edurev.2013.05.001
  20. Fien, J., Maclean, R., & Park, M. G. (2009). Work, learning and sustainable development: Opportunities and challenges. Springer.
  21. Finnish National Board on Research Integrity TENK. (2019). The ethical principles of research with human participants and ethical review in the human sciences in Finland. https://tenk.fi/sites/default/files/2021-01/Ethical_review_in_human_sciences_2020.pdf
  22. Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Polity.
  23. Heikkilä, M., Iiskala, T., & Mikkilä-Erdmann, M.-M. (2020). Voices of student teachers' professional agency at the intersection of theory and practice. Learning, Culture and Social Interaction, 25, 100405. https://doi.org/10.1016/j.lcsi.2020.10040510.1016/j.lcsi.2020.100405
  24. Hofman-Bergholm, M. (2018). Changes in thoughts and actions as requirements for a sustainable future: A review of recent research on the Finnish educational system and sustainable development. Journal of Teacher Education for Sustainability, 20(2), 19–33. https://doi.org/10.2478/jtes-2018-001210.2478/jtes-2018-0012
  25. Jeronen, E., Palmberg, I., & Yli-Panula, E. (2017). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability – A literature review. Education Sciences, 7(1), 1. https://doi.org/10.3390/educsci701000110.3390/educsci7010001
  26. Jimenez, J. D., Lerch, J., & Bromley, P. (2017). Education for global citizenship and sustainable development in social science textbooks. European Journal of Education, 52(4), 460–476. https://doi.org/10.1111/ejed.1224010.1111/ejed.12240
  27. Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/1350462022014540110.1080/13504620220145401
  28. Laurie, R., Nonoyama-Tarumi, Y., Mckeon, R., & Hopkins, C. (2016). Contributions of Education for Sustainable Development (ESD) to Quality Education: A synthesis of research. Journal of Education for Sustainable Development, 10(2), 226–242. https://doi.org/10.1177%2F097340821666144210.1177/0973408216661442
  29. Lombardi, D., & Sinatra, G. M. (2013). Emotions about teaching about human-induced climate change. International Journal of Science Education, 35(1), 167–191. https://doi.org/10.1080/09500693.2012.73837210.1080/09500693.2012.738372
  30. Loveless, B. (2020). Holistic education: A comprehensive guide, education corner. https://www.educationcorner.com/holistic-education.html
  31. Lukacs, K. (2011). “For me, change is not a choice”: The lived experience of a teacher change agent. American Secondary Education, 44(1), 38–49.
  32. Manuele, F. (2015). Culture change agent: The overarching role of OSH professionals. Professional Safety, 60(12), 38–44.
  33. Marton, F., & Booth, S. (1997). Learning and awareness. Lawrence Erlbaum.
  34. Maurer, M., & Bogner, F. X. (2019). How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD). PLoS ONE, 14(1), e0208910. https://doi.org/10.1371/journal.pone.020891010.1371/journal.pone.0208910
  35. McKeown, R. (2014). The leading edge of teacher education and EDS. Journal of Education for Sustainable Development, 8(2), 127–131. https://doi.org/10.1177/097340821454836610.1177/0973408214548366
  36. Murillo-Vargas, G., Gonzales-Campo, C. H., & Brath, D. I. (2020). Mapping the integration of the sustainable development goals in universities: Is it a field of study? Journal of Teacher Education for Sustainability, 22(2), 7–25. doi: 10.2478/jtes-2020-001310.2478/jtes-2020-0013
  37. Nousheen, A., Yousuf Zai, S. A., Waseem, M., & Khan, S. A. (2020). Education for Sustainable Development (ESD): Effects of sustainability education on pre-service teachers' attitude towards Sustainable Development (SD). Journal of Cleaner Production, 250, 119537. https://doi.org/10.1016/j.jclepro.2019.11953710.1016/j.jclepro.2019.119537
  38. Payne, K., & Zeichner, K. (2017). Multiple voices and participants in teacher education. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 1101–1116). Sage.10.4135/9781526402042.n63
  39. Pihkala, P. (2018). Eco-anxiety, tragedy, and hope: Psychological and spiritual dimensions of climate change. Zygon, 53(2), 545–569. https://doi.org/10.1111/zygo.1240710.1111/zygo.12407
  40. Quinn, F., Castéra, J., & Clément, P. (2016). Teachers' conceptions of the environment: Anthropocentrism, non-anthropocentrism, anthropomorphism and the place of nature. Environmental Education Research, 22(6), 893–917. https://doi.org/10.1080/13504622.2015.1076767.10.1080/13504622.2015.1076767
  41. Rickinson, M. (2001). Learners and learning in environmental education: A critical review of evidence. Environmental Education Research, 7(3), 207–320. https://doi.org/10.1080/1350462012006523010.1080/13504620120065230
  42. Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Science, 4, 155–169.10.1007/BF01405730
  43. Snoek, M., & Volman, M. (2014). The impact of the organizational transfer climate on the use of teacher leadership competences developed in a post initial Master's program. Teaching and Teacher Education, 37, 91–100.10.1016/j.tate.2013.10.005
  44. Sunthonkanokpong, W., & Murphy, E. (2019). Quality, equity, inclusion and lifelong learning in pre-service teacher education. Journal of Teacher Education for Sustainability, 21(2), 91–104. https://doi.org/10.2478/jtes-2019-001910.2478/jtes-2019-0019
  45. Tolppanen, S., Aarnio-Linnanvuori, E., Cantell, H., & Lehtonen, A. (2017). Pirullisen ongelman äärellä – Kokonaisvaltaisen ilmastokasvatuksen malli [Dealing with a wicked problem – A model for holistic climate change education]. Kasvatus, 48(5), 456–468. http://hdl.handle.net/10138/309462
  46. Tolppanen, S., & Aksela, M. (2018). Identifying and addressing students' questions on climate change. The Journal of Environmental Education, 49(5), 375–389. https://doi.org/10.1080/00958964.2017.141781610.1080/00958964.2017.1417816
  47. Tomas, L., Girgenti, S., & Jackson, C. (2017). Pre-service teachers' attitudes toward education for sustainability and its relevance to their learning: Implications for pedagogical practice. Environmental Education Research, 23(3), 324–347. https://doi.org/10.1080/13504622.2015.110906510.1080/13504622.2015.1109065
  48. Torbjörnsson, T., & Molin, L. (2015). In school we have not time for the future: Voices of Swedish upper secondary school students about solidarity and the future. International Research in Geographical and Environmental Education, 24(4), 338–354. http://dx.doi.org/10.1080/10382046.2015.108610510.1080/10382046.2015.1086105
  49. Uitto, A., & Saloranta, S. (2017). Subject teachers as educators for sustainability: A survey study. Education Sciences, 7, 1–19. https://doi.org/10.3390/educsci701000810.3390/educsci7010008
  50. UNESCO. (2014). Shaping the future we want: UN Decade of Education for Sustainable Development; final report. https://unesdoc.unesco.org/ark:/48223/pf0000230171
  51. UNESCO. (2016). Education for people and planet: Creating sustainable futures for all. Global education monitoring report. https://unesdoc.unesco.org/ark:/48223/pf0000245752
  52. UNESCO. (2018). Progress on Education for Sustainable Development and Global Citizenship Education. https://unesdoc.unesco.org/ark:/48223/pf0000266176
  53. United Nations (UN). (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E
  54. Vesterinen, V.-M., Tolppanen, S., & Aksela, M. (2016). Toward citizenship science education: What students do to make the world a better place? International Journal of Science Education, 38(1), 30–50. https://doi.org/10.1080/09500693.2015.112503510.1080/09500693.2015.1125035
  55. Villanen, H. (2014). Teachers' reflections on an education for sustainable development project. International Research in Geographical and Environmental Education, 23(2), 179–191. https://doi.org/10.1080/10382046.2014.90852610.1080/10382046.2014.908526
  56. Waltner, E. M., Riefl, W., & Brock, A. (2018). Development of an ESD indicator for teacher training and the national monitoring for ESD implementation in Germany. Journal of Sustainability, 10, 2508. https://doi.org/10.3390/su1007250810.3390/su10072508
  57. Wanchana, Y., Inprom, P., Rawang, W., & Ayudhua, A. J. N. (2020). Environmental education competency: Enhancing the work of teachers. Journal of Teacher Education for Sustainability, 22(2), 140–152. doi: 10.2478/jtes-2020-002110.2478/jtes-2020-0021
  58. WHO. (2016). World health statistics 2016: Monitoring health for the SDGs sustainable development goals. WHO Library Cataloguing Data.
  59. Wolff, L.-A., Sjöblom, P., Hofman, M., & Palmberg, I. (2017). High performance education fails in sustainability? – A reflection on Finnish primary teacher education. Education Sciences, 7(1), 32. https://doi.org/10.3390/educsci701003210.3390/educsci7010032
  60. Zeichner, K., Payne, K. A., & Brayko, K. (2015) Democratizing teacher education. Journal of Teacher Education, 66(2), 122–135. https://doi.org/10.1177/002248711456090810.1177/0022487114560908
DOI: https://doi.org/10.2478/jtes-2021-0007 | Journal eISSN: 1691-5534 | Journal ISSN: 1691-4147
Language: English
Page range: 84 - 98
Published on: Jul 17, 2021
Published by: Daugavpils University
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year

© 2021 Teija Koskela, Sirpa Kärkkäinen, published by Daugavpils University
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.