Naslov
Education for Sustainable Development in Study Programmes of Teacher Education Faculties in Croatia

Autori
Vukelić, Nena ; Čekolj, Nadja ; Gregorović Belaić, Zlatka

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
24th International Scientific Conference ”Educational Research and School Practice“ Role of Education in Modernization of Society / Stanišić, Jelena ; Radulović, Mladen - Beograd : Institut za pedagoška istraživanja, Beograd, 2019, 54-55

ISBN
978-86-7447-147-0

Skup
24th International Scientific Conference “Educational Research and School Practice”

Mjesto i datum
Beograd, Srbija, 11.10.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
education for sustainable development ; (future) teachers ; analysis of education programmes ; teacher education

Sažetak
Education for Sustainable Development (EDS) refers to educational programmes and experiences designed to improve knowledge, competencies and values needed for building sustainable future. One of the main priorities of EDS is the education of future teachers who are the most important agents of change and advocates of sustainable development. Higher education has a significant role in training and preparation of future teachers for EDS. Numerous recent studies in the field of higher education for sustainability are focused on potential solutions for integration of EDS in curricula. Qualitative progress in practice is also visible in Croatia. Implementation of sustainable development content in educational programmes for future teachers is more frequent. However, at the same time there is a lack of systematic data on implementation of such contents. In national research context there are no data of existence of contents and learning outcomes of EDS in the programmes of teacher education faculties. The examples of programme analysis are scarce and belong exclusively to individual faculties or universities. Therefore, the aim of this paper is to analyse existence of contents and learning outcomes of EDS in the programmes of teacher education faculties in Croatia. The content analysis method was applied. Preliminary results indicate that in the study programmes of all teacher education faculties in Croatia, altogether 11 courses include the contents of EDS. Out of this number, there is only one course directly focused on overall sustainable development, while the focus of remaining courses lies on specific topics of sustainable development, mostly regarding ecology. The results of the analysis indicate that EDS contents are very poorly represented in the programmes of teacher education faculties in Croatia. This leads to conclusion that existing education does not prepare future teachers adequately so as to respond to requirements that implementation of ESD puts before them.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA