Pre-Service Teachers' Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development
Pre-Service Teachers' Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development
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DOI：
10.3390/su131810443
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发表时间：
2021-09-01
期刊：
影响因子：
3.9
通讯作者：
Ferk Savec, Vesna
中科院分区：
文献类型：
--
作者：
Avsec, Stanislav;Ferk Savec, Vesna
教师教育促进可持续发展（ESD）面临着持续的不可持续性趋势，这需要深刻和持久的社会变革。变革性学习是一种可能的解决办法，可促进对支撑学生学习可持续性的认知和社会情感过程进行反思。本文的目的是调查学生的看法和经验，技术增强的自我导向学习和设计思维作为可能的主持人的变革性学习，以推进教师可持续发展教育的概念和实践。卢布尔雅那大学的225名教育学和非教育学学生代表了这些看法和经验，他们被要求在2021年5月和6月匿名回答三份在线问卷。研究结果表明，加强职前教师可持续发展教育的变革方面需要考虑批判性反思，自我意识，风险倾向，整体观点和开放的多样性，以及社会支持。此外，自我导向的学习被认为是一个主持人之间的转型学习职前科学教师，而设计思维是均匀发展之间的转型学习能力低和高的学生，无论学习计划。这些结果的条件因素和解释参数进行了讨论。
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.