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

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

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.

• Jezik: Angleški jezik
• Ključne besede: teacher education for sustainable development, ESD, transformative learning, self-directed learning, design thinking, online learning, pre-service teachers
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2021
• Št. strani: 28 str.
• Številčenje: Vol. 13, iss. 18, art. 10443
• PID: 20.500.12556/RUL-131235
• UDK: 378
• ISSN pri članku: 2071-1050
• DOI: 10.3390/su131810443
• COBISS.SI-ID: 77474307
• Datum objave v RUL: 13.10.2021

Gradivo je del revije

• Naslov: Sustainability
• Skrajšan naslov: Sustainability
• Založnik: MDPI
• ISSN: 2071-1050
• COBISS.SI-ID: 5324897

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: spletno učenje, oblikovalsko mišljenje, bodoči učitelji, izobraževanje učiteljev