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Year 2019, Volume: 3 Issue: 1, 1 - 15, 08.07.2020

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References

  • Alsop, S., Dippo, D., & Zandvliet, D. B. (2007). Teacher education as or for social and ecological transformation: Place-based reflections on local and global participatory methods and collaborative practices. Journal of Education forTeaching, 33, 207-233.
  • Andreotti, V. (2012) Global Citizenship Education. In: Jaaskelainen, L. ,Kaivola, T. O’Loughlin, E, and Wegimont, L. (eds.) Becoming a Global Citizen, Proceedings of the International Symposium on Competencies of Global Citizens, Amsterdam, GENE and Finnish National Board of Education
  • Alasuutari, H. (2011) Conditions for mutuality and reciprocity in development educa-tion policy and pedagogy, International Journal of Development Education and Global Learning, vol.3.3, 65-78
  • Bajaj, M. (2012) Schooling for Social Change- the rise and impact of human rights ed-ucation in India, New York, Bloomsbury
  • Ballantyne, R., Connell, S. & Fien, J. (1998). Students as catalysts of environmental change: A framework for researching intergenerational influence through environmental education. Environmental Education Research, 12, 413-427.
  • Barrett, M. J. (2006). Education for the environment: Action competence, becoming, andstory. Environmental Education Research, 12, 503-511.
  • Bourn, D., Hunt, F., Blum, N. and Lawson, H. (2016) Primary Education for Global Learning and Sustainability, CPRT Research Survey 5, York, Cambridge Primary Re-view Trust
  • Bourn, D. (2015) The Theory and Practice of Development Education, Abingdon, Routledge.
  • Carano, K.T (2013) Global Educators' personal attribute of a global perspective, Journal of International Social Studies 3(1), 4-18
  • Capelo, A., Santos, C., & Pedrosa, M. A. (2014). Education for Sustainable Develop-ment in East Timor, CaseStudy. Asia Education and Development Studies, 3(2). http://dx.doi.org/10.1108/AEDS-03-2013-0021.
  • Corney, G. (2006). Education for sustainable development: An empirical study of the tensions and challenges faced by geography student teachers. International Research in Geographical and Environmental Education, 15(3), 224–240.
  • Cushner, K. (2011) Intercultural Research in Teacher Education: An Essential Intersec-tion in the Preparation of Globally Competent Teachers, Action in Teacher Education, 33,5-6,601-604.
  • Cushner. K. (2012). Intercultural Competence for Teaching and Learning. In: B. Shaklee and S. Baily (Eds.) Internationalizing Teacher Education in the United States, Lanham, MD: RowmanLittlefield 41-59.
  • Cushner, K. (2014) Strategies for Enhancing Intercultural Competence across the Teacher Education Curriculum. In: J. Phillion, S. Sharma and J. Rahatzad (Eds.) Inter-nationalizing Teacher Education for Social Justice: Theory, Research, and Practice, Charlotte, NC: Information Age Publishing, Inc 139-162..
  • Czerniawski, G. (2011) Emerging Teachers and Globalisation. New York, Routledge/Taylor Francis
  • Darley, H., & Farley, J. (2003). Ecological Economics: Principles and Applications. New York, Island Press. Darling-Hammond L. and Lieberman, A. (2012) (eds.) Teacher Education Around the World, Abingdon, Routledge
  • Dearing, A. (1999). Have We Foresight for Sustainable Development? Research Paper, Foresight, 1(2).http://dx.doi.org/10.1108/14636689910802098
  • Diamond, J. (2005). Collapse: How Societies Choose to Fail or Succeed. New York, Viking (Penguin Group) . Deem, R. & Lucas, L. (2007) Research and teaching cultures in two contrasting UK policy contexts: Academic life in Education Departments in five English and Scottish universities, Higher Education, July 2007, Volume 54, Issue 1, pp 115–133
  • Gaudelli, W. (2016) Global Citizenship Education: Everyday Transcendence, New York, Routledge
  • Griffin, R. (2012) (ed.) Teacher Education in Sub-Saharan Africa, Oxford, Symposium Books
  • Hagevik, R., Jordan, C. And Wimert, D, (2015) A Phenomennographic Study of Begin-ning Elementary Science Teachers' Conceptions of Sustainability in Stratton, S.K. (ed.) Educating Science Teachers for Sustainability, Springer,17-29
  • Hart, P. (2003). Teachers thinking in environmental education: Consciousness and Responsibility. New York: Peter Lang.
  • Higgs, L. & McMillan, V. M. (2006). Teaching through modeling: Four schools’ experiences in sustainability education. The Journal of Environmental Education, 38, 39-53.
  • Hunt, F. (2012) Adopting a subject-based approach to integrating the global dimension in initial teacher education.Unpublished conference paper.TEESNet Conference,London South Bank University.https://www.academia.edu/1946828/Adopting_a_subject-based_approach_to_integrating_the_global_dimension_in_initial_teacher_education INEE. (2015) Where it’s needed most: quality professional development for all teachers. New York
  • Jensen, B. B. & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 12, 471-486.
  • Jones, C. (2009) Moral Leadership: An investigation of Global Dimension Leadership in UK schools. Unpublished MA dissertation, Middlesex: Middlesex University.
  • Khali, D., Ramzy, O., & Mostafa, R. (2013). Perception Towards Sustainable Devel-opment Concept: EgyptianStudents’ Perspective, Research Paper. Sustainability Ac-counting, Management and Policy Journal, 4(3). http://dx.doi.org/10.1108/SAMPJ-01-2013-0008.
  • Kithuka, M. (2015) Content and Structure of Teacher Education in Kenya and Nigeria, Saarbrucken, Lambert Academic Publishing
  • Lang-Wojatsik, G. (2014) World Society and the Human Being The possibilities and limitations of global learning in dealing with change. International Journal of Devel-opment Education and Global Learning, 6.1.53-74
  • Lotz-Sistka, H. (2011) Teacher Professional Development with an Education for Sus-tainable Development Focus in South Africa: Development of a Network, Curriculum Framework and Resources for Teacher Education, Southern African Journal of Envi-ronmental Education, vol. 28, 30-71
  • Lundegard, I. & Wickman, P. (2007). Conflicts of interest: An indispensable element of education for sustainable development. Environmental Education Research, 13, 1-15.
  • Manteaw, O. O. (2012) Education for Sustainable Development in Africa: the search for pedagogical logic, International Journal of Educational Development, 32, 3, 376-383. Mannion, G, Biesta, G., Priestley, M. and Ross, H. (2014) in Global Dimension in Edu-cation. In: Andreotti, V. (ed.) The Political Economy of Global Citizenship Education, Abingdon, Routledge, 134-147
  • Martin, M., Titley, A. and Sleeman, S. (2016) The DICE Project in Ireland in Hartmeyer H. and Wegimont, L. (eds.) Global Education in Europe Revisited, Munster, Waxmann, 115-124
  • McKeown, R. (2014) The Leading Edge of Teacher Education and ESD. Journal of Education for Sustainable Development, September 2014 vol. 8 no. 2 127-131
  • McKeown, R. (2014) The Leading Edge of Teacher Education and ESD. Journal of Education for Sustainable Development, September 2014 vol. 8 no. 2 127-131
  • McKeown, R. and Hopkins, C. (2010) Global Citizenship and Sustainable Develop-ment: Transformation in the Initial Education of Teachers, in Wisely, T., Barr, I, Britton, A. and King, B. Education in a Global Space, Edinburgh, IDEAS, 8-17
  • Moore, J. (2005). Barriers and pathways to creating sustainability education programs: Moving from rhetoric to reality. Environmental Education Research. Vol. 11 (5) 537-555.
  • Moseley, C., Desjean-Perrota, B. and Kharod, D., (2015) Sense of Place: Is it More than a Connection to a Physical Place? In: Stratton, S.K. (ed.) Educating Science Teachers for Sustainability, Springer, 31-48
  • Mukuria, G. M., & Obiakor, F. E. (2008). Curriculum Innovation to Educate Students with Autism in General Education. Advances in Special Education, 18.
  • Mundy, K, Mannon, C., Maseman, V, Haggerty, M, (2007) Charting Global Education in Canada’s Elementary Schools: Provincial, District and School Level Perspectives, Ottawa, OISEUT/UNICEF
  • Osler, A. and Starkey. H. (1996) Teacher education and Human Rights. David Fulton Publish, Osler, A. and Starkey, H. (2010) Teachers and Human Rights Education, Stoke-on-Trent, UK: Trentham.
  • Pipere, A. Veisson, M. and Salite, I. (2015) Developing Research in Teacher Education for Sustainability: UN DESD, Journal of Teacher Education for Sustainability, vol.17.2, 5-43
  • Rauch, F. (2002). The potential of education for sustainable development for reform in schools. Environmental Education Research, 8, 43-51.
  • Rosalyn McKeown, P. (2002). Education for Sustainable Development Toolkit. Center for Geography and Environmental Education University of Tennessee.
  • Scheunpflug, A. (2011) Global education and cross-cultural learning: A challenge for a research-based approach to international teacher education, International Journal of Development Education and Global Learning, vol.3.3, 29-44.
  • Smyth, J. C. (2005) Environment and education: A view of a changing scene. Environmental Education Research, 12, 247-264.
  • Sterling, S. (2001) Sustainable Education- Re-visioning learning and Change, Darting-ton: Green Press
  • Summers, M. Corney, G., & Childs, A. (2003). Teaching sustainable development in primary schools: An empirical study of issues for teachers. Environmental Education Research, 9, 327-346.
  • Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623–647.
  • Sung, J. (2015) Climate Change Education and Education for Sustainable Development in the Republic of Korea: A status report Journal of Education for Sustainable Devel-opment, vol. 9 no. 1 78-89.
  • Treare, R., Bandara, C., & Jayawardena, C. (2013). Engaging the Rural Communities of Sri Lanka in Sustainable Tourism Worldwide. Hospitality and Tourism Themes, 5(5), 464-476.
  • UNESCO (2003). United Nations Decade of Education for Sustainable development (2005-2014). Framework for the international implementation scheme. Retrieved November 22, 2007 from http://unesdoc.unesco.org/images/0013/001311/131163e.pdf.
  • Wisely, T. Barr, I. Britton, A. and King, B. (eds.) (2010) Education in a Global Space, Edinburgh, IDEAS.

TEACHER EDUCATORS’ COMMITMENT WITH PROMOTION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN

Year 2019, Volume: 3 Issue: 1, 1 - 15, 08.07.2020

Abstract

The indispensable role of education in promoting sustainable development is intensifying sustainable awareness and shaping attitude and behavior of the people. Equipped with sound awareness, have positive and strong attitude and behavior, teacher educators promote valuable theoretical knowledge and practical activities to students for their understanding and practicing of sustainable development. This effort was to examine commitment of teacher educators with promotion of sus-tainable development in Pakistan. Teacher educators from leading teacher training institutes including universities were interviewed to ascertain their awareness and understanding of issues related to sustainable development, as well as their underly-ing attitudes and behaviors. The Results revealed that the teacher educators possess awareness about sustainable development to the extent of just familiar with the terms related to ESD. This would indicate a weak commitment to ESD as they had positive but non-significant attitude and behavior. This would be a call of the day for policy makers and concerned competent authorities as Issues raised concerning the aware-ness, attitude and behavior of teacher educators if they are to enable students (pro-spective teachers) to prepare their pupils for life as global citizens.

References

  • Alsop, S., Dippo, D., & Zandvliet, D. B. (2007). Teacher education as or for social and ecological transformation: Place-based reflections on local and global participatory methods and collaborative practices. Journal of Education forTeaching, 33, 207-233.
  • Andreotti, V. (2012) Global Citizenship Education. In: Jaaskelainen, L. ,Kaivola, T. O’Loughlin, E, and Wegimont, L. (eds.) Becoming a Global Citizen, Proceedings of the International Symposium on Competencies of Global Citizens, Amsterdam, GENE and Finnish National Board of Education
  • Alasuutari, H. (2011) Conditions for mutuality and reciprocity in development educa-tion policy and pedagogy, International Journal of Development Education and Global Learning, vol.3.3, 65-78
  • Bajaj, M. (2012) Schooling for Social Change- the rise and impact of human rights ed-ucation in India, New York, Bloomsbury
  • Ballantyne, R., Connell, S. & Fien, J. (1998). Students as catalysts of environmental change: A framework for researching intergenerational influence through environmental education. Environmental Education Research, 12, 413-427.
  • Barrett, M. J. (2006). Education for the environment: Action competence, becoming, andstory. Environmental Education Research, 12, 503-511.
  • Bourn, D., Hunt, F., Blum, N. and Lawson, H. (2016) Primary Education for Global Learning and Sustainability, CPRT Research Survey 5, York, Cambridge Primary Re-view Trust
  • Bourn, D. (2015) The Theory and Practice of Development Education, Abingdon, Routledge.
  • Carano, K.T (2013) Global Educators' personal attribute of a global perspective, Journal of International Social Studies 3(1), 4-18
  • Capelo, A., Santos, C., & Pedrosa, M. A. (2014). Education for Sustainable Develop-ment in East Timor, CaseStudy. Asia Education and Development Studies, 3(2). http://dx.doi.org/10.1108/AEDS-03-2013-0021.
  • Corney, G. (2006). Education for sustainable development: An empirical study of the tensions and challenges faced by geography student teachers. International Research in Geographical and Environmental Education, 15(3), 224–240.
  • Cushner, K. (2011) Intercultural Research in Teacher Education: An Essential Intersec-tion in the Preparation of Globally Competent Teachers, Action in Teacher Education, 33,5-6,601-604.
  • Cushner. K. (2012). Intercultural Competence for Teaching and Learning. In: B. Shaklee and S. Baily (Eds.) Internationalizing Teacher Education in the United States, Lanham, MD: RowmanLittlefield 41-59.
  • Cushner, K. (2014) Strategies for Enhancing Intercultural Competence across the Teacher Education Curriculum. In: J. Phillion, S. Sharma and J. Rahatzad (Eds.) Inter-nationalizing Teacher Education for Social Justice: Theory, Research, and Practice, Charlotte, NC: Information Age Publishing, Inc 139-162..
  • Czerniawski, G. (2011) Emerging Teachers and Globalisation. New York, Routledge/Taylor Francis
  • Darley, H., & Farley, J. (2003). Ecological Economics: Principles and Applications. New York, Island Press. Darling-Hammond L. and Lieberman, A. (2012) (eds.) Teacher Education Around the World, Abingdon, Routledge
  • Dearing, A. (1999). Have We Foresight for Sustainable Development? Research Paper, Foresight, 1(2).http://dx.doi.org/10.1108/14636689910802098
  • Diamond, J. (2005). Collapse: How Societies Choose to Fail or Succeed. New York, Viking (Penguin Group) . Deem, R. & Lucas, L. (2007) Research and teaching cultures in two contrasting UK policy contexts: Academic life in Education Departments in five English and Scottish universities, Higher Education, July 2007, Volume 54, Issue 1, pp 115–133
  • Gaudelli, W. (2016) Global Citizenship Education: Everyday Transcendence, New York, Routledge
  • Griffin, R. (2012) (ed.) Teacher Education in Sub-Saharan Africa, Oxford, Symposium Books
  • Hagevik, R., Jordan, C. And Wimert, D, (2015) A Phenomennographic Study of Begin-ning Elementary Science Teachers' Conceptions of Sustainability in Stratton, S.K. (ed.) Educating Science Teachers for Sustainability, Springer,17-29
  • Hart, P. (2003). Teachers thinking in environmental education: Consciousness and Responsibility. New York: Peter Lang.
  • Higgs, L. & McMillan, V. M. (2006). Teaching through modeling: Four schools’ experiences in sustainability education. The Journal of Environmental Education, 38, 39-53.
  • Hunt, F. (2012) Adopting a subject-based approach to integrating the global dimension in initial teacher education.Unpublished conference paper.TEESNet Conference,London South Bank University.https://www.academia.edu/1946828/Adopting_a_subject-based_approach_to_integrating_the_global_dimension_in_initial_teacher_education INEE. (2015) Where it’s needed most: quality professional development for all teachers. New York
  • Jensen, B. B. & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 12, 471-486.
  • Jones, C. (2009) Moral Leadership: An investigation of Global Dimension Leadership in UK schools. Unpublished MA dissertation, Middlesex: Middlesex University.
  • Khali, D., Ramzy, O., & Mostafa, R. (2013). Perception Towards Sustainable Devel-opment Concept: EgyptianStudents’ Perspective, Research Paper. Sustainability Ac-counting, Management and Policy Journal, 4(3). http://dx.doi.org/10.1108/SAMPJ-01-2013-0008.
  • Kithuka, M. (2015) Content and Structure of Teacher Education in Kenya and Nigeria, Saarbrucken, Lambert Academic Publishing
  • Lang-Wojatsik, G. (2014) World Society and the Human Being The possibilities and limitations of global learning in dealing with change. International Journal of Devel-opment Education and Global Learning, 6.1.53-74
  • Lotz-Sistka, H. (2011) Teacher Professional Development with an Education for Sus-tainable Development Focus in South Africa: Development of a Network, Curriculum Framework and Resources for Teacher Education, Southern African Journal of Envi-ronmental Education, vol. 28, 30-71
  • Lundegard, I. & Wickman, P. (2007). Conflicts of interest: An indispensable element of education for sustainable development. Environmental Education Research, 13, 1-15.
  • Manteaw, O. O. (2012) Education for Sustainable Development in Africa: the search for pedagogical logic, International Journal of Educational Development, 32, 3, 376-383. Mannion, G, Biesta, G., Priestley, M. and Ross, H. (2014) in Global Dimension in Edu-cation. In: Andreotti, V. (ed.) The Political Economy of Global Citizenship Education, Abingdon, Routledge, 134-147
  • Martin, M., Titley, A. and Sleeman, S. (2016) The DICE Project in Ireland in Hartmeyer H. and Wegimont, L. (eds.) Global Education in Europe Revisited, Munster, Waxmann, 115-124
  • McKeown, R. (2014) The Leading Edge of Teacher Education and ESD. Journal of Education for Sustainable Development, September 2014 vol. 8 no. 2 127-131
  • McKeown, R. (2014) The Leading Edge of Teacher Education and ESD. Journal of Education for Sustainable Development, September 2014 vol. 8 no. 2 127-131
  • McKeown, R. and Hopkins, C. (2010) Global Citizenship and Sustainable Develop-ment: Transformation in the Initial Education of Teachers, in Wisely, T., Barr, I, Britton, A. and King, B. Education in a Global Space, Edinburgh, IDEAS, 8-17
  • Moore, J. (2005). Barriers and pathways to creating sustainability education programs: Moving from rhetoric to reality. Environmental Education Research. Vol. 11 (5) 537-555.
  • Moseley, C., Desjean-Perrota, B. and Kharod, D., (2015) Sense of Place: Is it More than a Connection to a Physical Place? In: Stratton, S.K. (ed.) Educating Science Teachers for Sustainability, Springer, 31-48
  • Mukuria, G. M., & Obiakor, F. E. (2008). Curriculum Innovation to Educate Students with Autism in General Education. Advances in Special Education, 18.
  • Mundy, K, Mannon, C., Maseman, V, Haggerty, M, (2007) Charting Global Education in Canada’s Elementary Schools: Provincial, District and School Level Perspectives, Ottawa, OISEUT/UNICEF
  • Osler, A. and Starkey. H. (1996) Teacher education and Human Rights. David Fulton Publish, Osler, A. and Starkey, H. (2010) Teachers and Human Rights Education, Stoke-on-Trent, UK: Trentham.
  • Pipere, A. Veisson, M. and Salite, I. (2015) Developing Research in Teacher Education for Sustainability: UN DESD, Journal of Teacher Education for Sustainability, vol.17.2, 5-43
  • Rauch, F. (2002). The potential of education for sustainable development for reform in schools. Environmental Education Research, 8, 43-51.
  • Rosalyn McKeown, P. (2002). Education for Sustainable Development Toolkit. Center for Geography and Environmental Education University of Tennessee.
  • Scheunpflug, A. (2011) Global education and cross-cultural learning: A challenge for a research-based approach to international teacher education, International Journal of Development Education and Global Learning, vol.3.3, 29-44.
  • Smyth, J. C. (2005) Environment and education: A view of a changing scene. Environmental Education Research, 12, 247-264.
  • Sterling, S. (2001) Sustainable Education- Re-visioning learning and Change, Darting-ton: Green Press
  • Summers, M. Corney, G., & Childs, A. (2003). Teaching sustainable development in primary schools: An empirical study of issues for teachers. Environmental Education Research, 9, 327-346.
  • Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623–647.
  • Sung, J. (2015) Climate Change Education and Education for Sustainable Development in the Republic of Korea: A status report Journal of Education for Sustainable Devel-opment, vol. 9 no. 1 78-89.
  • Treare, R., Bandara, C., & Jayawardena, C. (2013). Engaging the Rural Communities of Sri Lanka in Sustainable Tourism Worldwide. Hospitality and Tourism Themes, 5(5), 464-476.
  • UNESCO (2003). United Nations Decade of Education for Sustainable development (2005-2014). Framework for the international implementation scheme. Retrieved November 22, 2007 from http://unesdoc.unesco.org/images/0013/001311/131163e.pdf.
  • Wisely, T. Barr, I. Britton, A. and King, B. (eds.) (2010) Education in a Global Space, Edinburgh, IDEAS.
There are 53 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Fakhra Azız This is me

Naila Latıf This is me

Publication Date July 8, 2020
Submission Date July 17, 2020
Published in Issue Year 2019 Volume: 3 Issue: 1

Cite

APA Azız, F., & Latıf, N. (2020). TEACHER EDUCATORS’ COMMITMENT WITH PROMOTION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN. International Journal of Quality in Education, 3(1), 1-15.
AMA Azız F, Latıf N. TEACHER EDUCATORS’ COMMITMENT WITH PROMOTION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN. IJQE. July 2020;3(1):1-15.
Chicago Azız, Fakhra, and Naila Latıf. “TEACHER EDUCATORS’ COMMITMENT WITH PROMOTION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN”. International Journal of Quality in Education 3, no. 1 (July 2020): 1-15.
EndNote Azız F, Latıf N (July 1, 2020) TEACHER EDUCATORS’ COMMITMENT WITH PROMOTION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN. International Journal of Quality in Education 3 1 1–15.
IEEE F. Azız and N. Latıf, “TEACHER EDUCATORS’ COMMITMENT WITH PROMOTION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN”, IJQE, vol. 3, no. 1, pp. 1–15, 2020.
ISNAD Azız, Fakhra - Latıf, Naila. “TEACHER EDUCATORS’ COMMITMENT WITH PROMOTION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN”. International Journal of Quality in Education 3/1 (July 2020), 1-15.
JAMA Azız F, Latıf N. TEACHER EDUCATORS’ COMMITMENT WITH PROMOTION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN. IJQE. 2020;3:1–15.
MLA Azız, Fakhra and Naila Latıf. “TEACHER EDUCATORS’ COMMITMENT WITH PROMOTION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN”. International Journal of Quality in Education, vol. 3, no. 1, 2020, pp. 1-15.
Vancouver Azız F, Latıf N. TEACHER EDUCATORS’ COMMITMENT WITH PROMOTION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PAKISTAN. IJQE. 2020;3(1):1-15.