Suchergebnisse

Incorporating education for sustainable development (ESD) into the curriculum is one of the main priorities of education policy in Latvia and internationally. Implementation of ESD relies greatly on individual teachers' beliefs, enthusiasm, theoretical knowledge and practical expertise. It is widely recognized that teachers' beliefs influence their decisions about the curriculum, pedagogy and assessment. While teachers' beliefs and general pedagogical knowledge receive considerable attention in teacher education research worldwide, novice teachers' beliefs and knowledge regarding sustainability and ESD are not widely discussed despite the widespread assumption that teacher's preparedness and intention to teach ESD tend to be motivated by the beliefs and knowledge a teacher holds. Some education researchers argue that novice teachers tend to have limited understanding of sustainability and ESD. The aim of the research described in this article was to reveal the range of ways in which a sample of 32 volunteer novice teachers in Latvia perceive, understand and experience ESD, as well as how ESD relates to their professional practice. A phenomenographic approach is applied in this study. Data collection methods include semi-structured interviews, written questionnaires, and focus group discussions. The study revealed a range of ways in which novice teachers conceptualize sustainability and ESD. The insights from this research might serve to inform teaching and learning practices in the undergraduate and postgraduate teaching courses and to prepare teachers more adequately to implement ESD. ; Švietimo darniam vystymuisi (ŠDV) tikslų įtraukimas į ugdymo turinį yra vienas pagrindinių tarptautinių ir Latvijos švietimo politikos prioritetų. Vis dėlto ŠDV įgyvendinimas dažnai priklauso nuo mokytojų turimų teorinių žinių bei praktinės ekspertizės, nuo jų įsitikinimų ir entuziazmo. Visuotinai pripažįstama, kad mokytojų įsitikinimai turi įtakos jų sprendimams pasirinkti ugdymo turinį, ugdomuosius procesus ir vertinimą. Nors pedagogų ugdyme mokytojų turimos pedagoginės žinios ir įsitikinimai sulaukia daug dėmesio ir teigiama, kad mokytojų pasirengimas ir ketinimai integruoti ŠDV priklauso nuo jų įsitikimų ir turimų žinių, pradedančiųjų dirbti mokytojų žinios ir nuomonė apie darnų vystymąsi ir ŠDV yra veik nenagrinėti. Dalis tyrėjų teigia, kad pradedantys dirbti mokytojai turi ribotą supratimą apie darnumą ir ŠDV. Šis straipsnis pristato fenomenologinį tyrimą, atliktą su 32 Latvijoje pradedančiais dirbti mokytojais, kuriuo parodoma, kaip šie mokytojai supranta, priima bei patiria ŠDV ir kaip ŠDV yra susijęs su jų profesine praktika. Empirinio tyrimo duomenys surinkti pasirinkus pusiau struktūruotų interviu, klausimynų ir fokus grupių diskusijų metodus. Atliktas tyrimas parodė, kad pradedantys dirbti mokytojai skirtingai konceptualizuoja darnumą ir ŠDV. Šio tyrimo įžvalgos gali padėti geriau suprasti pirmosios ir antrosios pakopos pedagogų rengimo programose esančias mokymo ir mokymosi praktikas bei gali paskatinti mokytojus tinkamiau įgyvendinti ŠDV.

Sustainable Development Goal 4 seeks to 'Ensure inclusive and equitable quality education for all and promote lifelong learning opportunities for all.' It acknowledges that quality education is a foundational necessity for sustainable development and an enhanced quality of life.SDG4 - Quality Education: Inclusivity, Equity and Lifelong Learning For All explores the multifaceted and complex nature of the concepts of inclusivity and quality education. Drawing examples from two different country contexts (Latvia and Jamaica), the book explores how and why inclusive and quality education is critical to sustainable development. It considers the indicators of inclusive and quality education, how the concept of education for sustainable development is evolving, and the ways in which these indicators are being pursued. The book pays specific attention to the roles of teachers, teacher educators, and the curriculum in the attainment of inclusive and quality education and 21st Century skills for a sustainable society. Concise Guides to the United Nations Sustainable Development Goals comprises 17 short books, each examining one of the UN Sustainable Development Goals. The series provides an integrated assessment of the SDGs from economic, legal, social, environmental and cultural perspectives.

Research published by Eurydice in 2015"Teaching Profession in Europe: Practices, Perceptions, and Policies" indicates to the significance of teaching vocation in a sustainability-oriented learning environment, but at the same time there is an indication of a low prestige of teaching vocation in Latvia. The situation in Latvia reveals a significant problem teacher trainers need to deal with. There are very high standards set for teachers' profession, on the other side, the politics of the country is oriented towards a motivation of young specialists to choose teacher's vocation. In order to train competent teachers this is essential to explore a motivation of learners to acquire teaching profession and to make a decision to work at school and in the kindergarten. The aim of this study is to explore reasons why youth in Latvia choose to study in the educational programs and to explore changes in students' attitudes during their learning process in teacher training institutions.

One of the Indonesian government's efforts to provide equal education for disabilities is by implementing inclusive education. Inclusive education gives special needs (SEN) students have the same opportunity to get education together in class with the typical students of their age and obtain equal education services. So, inclusive education concept understanding is needed to provide information about inclusive education. Therefore, this article's arrangement provides information about inclusive education's definition, legal basis, characteristics, and aims. The current study method used a literature review of five books and 17 articles. It showed that inclusive education is the education service given to the unique needs students to have equal opportunity to school in the regular school and obtain equal service. The implementation of inclusive education had been regulating by international regulations and, in more detail, regulated by Indonesian government regulations. The characteristics of inclusive education must consider the interests of the disabilities and their flexibility to create an education that could run well and lasts long. In addition to imposing equal educational rights without any differentiation and optimizing special needs students' potential, inclusive education could also increase the interaction of special needs students.