A STUDY TO INVESTIGATE THE SUSTAINABILITY CONSCIOUSNESS OF PROSPECTIVE TEACHERS

http://dx.doi.org/10.31703/gssr.2022(VII-II).12      10.31703/gssr.2022(VII-II).12      Published : Jun 2
Authored by : Ayesha Nousheen , Farkhanda Tabassum

12 Pages : 115 - 125

References

  • Barth, M., & Rieckmann, M. (2016). State of the art in research on higher education for sustainable development. Routledge handbook of higher education for sustainable development, 100-113.
  • Berglund, T., & Gericke, N. (2016). Separated and integrated perspectives on environmental, economic, and social dimensions–an investigation of student views on sustainable development. Environmental Education Research, 22(8), 1115-1138.
  • Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real‐world learning opportunities in sustainability: from classroom into the real world. International Journal of Sustainability in Higher Education, 11(4), 308–324. https://doi.org/10.1108/14676371011077540
  • Brundtland, G. H. (1987). Selected speeches on the Commission and its report by HE Mrs. Gro Harlem Brundtland, Prime Minister of Norway and Chairman of the World Commission on Environment and Development. WCED archive collection ; v. 42, doc. 1-36.
  • Bürgener, L., & Barth, M. (2018). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of Cleaner Production, 174, 821–826. https://doi.org/10.1016/j.jclepro.2017.10.263
  • Colás-Bravo, P., Magnoler, P., & Conde-Jiménez, J. (2018). Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio. Sustainability, 10(10), 3700. https://doi.org/10.3390/su10103700
  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
  • Ferreira, J., Ryan, L., & Tilbury, D. (2007). Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models. Journal of Education foreaching, 33(2), 225–239. https://doi.org/10.1080/02607470701259515
  • Kalsoom, Q., & Khanam, A. (2017). Inquiry into sustainability issues by preservice teachers: A pedagogy to enhance sustainability consciousness. Journal of Cleaner Production, 164, 1301–1311. https://doi.org/10.1016/j.jclepro.2017.07.047
  • Kalsoom, Q., Khanam, A., & Quraishi, U. (2017). Sustainability consciousness of pre-service teachers in Pakistan. International Journal of Sustainability in Higher Education, 18(7), 1090–1107. https://doi.org/10.1108/ijshe-11-2016-0218
  • Kane, L. (2004). Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23(3), 275–286. https://doi.org/10.1080/0260/37042000229237
  • Kautish, P., Khare, A., & Sharma, R. (2020). Values, sustainability consciousness and intentions for SDG endorsement. Marketing Intelligence & Planning, 38(7), 921–939. https://doi.org/10.1108/mip-09-2019-0490
  • Kollmuss, A., & Agyeman, J. (2002). Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
  • Leal Filho, W., & Pace, P. (2016). Teaching education for sustainable development: implications on learning programmes at higher education. In Teaching education for sustainable development at university level (pp. 1-6). Springer.
  • Nousheen, A., & Kalsoom, Q. (2022). Education for sustainable development amidst COVID-19 pandemic: role of sustainability pedagogies in developing students’ sustainability consciousness. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/ijshe-04-2021-0154
  • Nousheen, A., Yousuf Zai, S. A., Waseem, M., & Khan, S. A. (2020). Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers’ attitude towards sustainable development (SD). Journal of Cleaner Production, 250, 119537. https://doi.org/10.1016/j.jclepro.2019.119537
  • Olsson, D., Gericke, N., & Chang Rundgren, S. N. (2015). The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness. Environmental Education Research, 22(2), 176–202. https://doi.org/10.1080/13504622.2015.1005057
  • Pauw, J. B.-d., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693-15717.
  • UNESCO (2005). Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability. UNESCO Education for Sustainable in Action. Paris: UNESCO.
  • UNESCO (2005). United Nations decade of education for sustainable development (2005- 2014): International implementation scheme. Sustainable development, (October 2005). https://doi.org/10.1007/s13398-014-0173-7.2
  • van Poeck, K., König, A., & Wals, A. E. J. (2018). Environmental and sustainability education in the Benelux countries: research, policy and practices at the intersection of education and societal transformation. Environmental Education Research, 24(9), 1234–1249. https://doi.org/10.1080/13504622.2018.1477121

References

  • Barth, M., & Rieckmann, M. (2016). State of the art in research on higher education for sustainable development. Routledge handbook of higher education for sustainable development, 100-113.
  • Berglund, T., & Gericke, N. (2016). Separated and integrated perspectives on environmental, economic, and social dimensions–an investigation of student views on sustainable development. Environmental Education Research, 22(8), 1115-1138.
  • Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real‐world learning opportunities in sustainability: from classroom into the real world. International Journal of Sustainability in Higher Education, 11(4), 308–324. https://doi.org/10.1108/14676371011077540
  • Brundtland, G. H. (1987). Selected speeches on the Commission and its report by HE Mrs. Gro Harlem Brundtland, Prime Minister of Norway and Chairman of the World Commission on Environment and Development. WCED archive collection ; v. 42, doc. 1-36.
  • Bürgener, L., & Barth, M. (2018). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of Cleaner Production, 174, 821–826. https://doi.org/10.1016/j.jclepro.2017.10.263
  • Colás-Bravo, P., Magnoler, P., & Conde-Jiménez, J. (2018). Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio. Sustainability, 10(10), 3700. https://doi.org/10.3390/su10103700
  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
  • Ferreira, J., Ryan, L., & Tilbury, D. (2007). Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models. Journal of Education foreaching, 33(2), 225–239. https://doi.org/10.1080/02607470701259515
  • Kalsoom, Q., & Khanam, A. (2017). Inquiry into sustainability issues by preservice teachers: A pedagogy to enhance sustainability consciousness. Journal of Cleaner Production, 164, 1301–1311. https://doi.org/10.1016/j.jclepro.2017.07.047
  • Kalsoom, Q., Khanam, A., & Quraishi, U. (2017). Sustainability consciousness of pre-service teachers in Pakistan. International Journal of Sustainability in Higher Education, 18(7), 1090–1107. https://doi.org/10.1108/ijshe-11-2016-0218
  • Kane, L. (2004). Educators, learners and active learning methodologies. International Journal of Lifelong Education, 23(3), 275–286. https://doi.org/10.1080/0260/37042000229237
  • Kautish, P., Khare, A., & Sharma, R. (2020). Values, sustainability consciousness and intentions for SDG endorsement. Marketing Intelligence & Planning, 38(7), 921–939. https://doi.org/10.1108/mip-09-2019-0490
  • Kollmuss, A., & Agyeman, J. (2002). Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
  • Leal Filho, W., & Pace, P. (2016). Teaching education for sustainable development: implications on learning programmes at higher education. In Teaching education for sustainable development at university level (pp. 1-6). Springer.
  • Nousheen, A., & Kalsoom, Q. (2022). Education for sustainable development amidst COVID-19 pandemic: role of sustainability pedagogies in developing students’ sustainability consciousness. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/ijshe-04-2021-0154
  • Nousheen, A., Yousuf Zai, S. A., Waseem, M., & Khan, S. A. (2020). Education for sustainable development (ESD): Effects of sustainability education on pre-service teachers’ attitude towards sustainable development (SD). Journal of Cleaner Production, 250, 119537. https://doi.org/10.1016/j.jclepro.2019.119537
  • Olsson, D., Gericke, N., & Chang Rundgren, S. N. (2015). The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness. Environmental Education Research, 22(2), 176–202. https://doi.org/10.1080/13504622.2015.1005057
  • Pauw, J. B.-d., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693-15717.
  • UNESCO (2005). Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability. UNESCO Education for Sustainable in Action. Paris: UNESCO.
  • UNESCO (2005). United Nations decade of education for sustainable development (2005- 2014): International implementation scheme. Sustainable development, (October 2005). https://doi.org/10.1007/s13398-014-0173-7.2
  • van Poeck, K., König, A., & Wals, A. E. J. (2018). Environmental and sustainability education in the Benelux countries: research, policy and practices at the intersection of education and societal transformation. Environmental Education Research, 24(9), 1234–1249. https://doi.org/10.1080/13504622.2018.1477121

Cite this article

APA

CHICAGO

    CHICAGO : Nousheen, Ayesha, and Farkhanda Tabassum. 2022. "A Study to Investigate the Sustainability Consciousness of Prospective Teachers." Global Social Sciences Review, VII (II): 115 - 125 doi: 10.31703/gssr.2022(VII-II).12

HARVARD

    HARVARD : NOUSHEEN, A. & TABASSUM, F. 2022. A Study to Investigate the Sustainability Consciousness of Prospective Teachers. Global Social Sciences Review, VII, 115 - 125.

MHRA

    MHRA : Nousheen, Ayesha, and Farkhanda Tabassum. 2022. "A Study to Investigate the Sustainability Consciousness of Prospective Teachers." Global Social Sciences Review, VII: 115 - 125

MLA

    MLA : Nousheen, Ayesha, and Farkhanda Tabassum. "A Study to Investigate the Sustainability Consciousness of Prospective Teachers." Global Social Sciences Review, VII.II (2022): 115 - 125 Print.

OXFORD

    OXFORD : Nousheen, Ayesha and Tabassum, Farkhanda (2022), "A Study to Investigate the Sustainability Consciousness of Prospective Teachers", Global Social Sciences Review, VII (II), 115 - 125

TURABIAN

    TURABIAN : Nousheen, Ayesha, and Farkhanda Tabassum. "A Study to Investigate the Sustainability Consciousness of Prospective Teachers." Global Social Sciences Review VII, no. II (2022): 115 - 125. https://doi.org/10.31703/gssr.2022(VII-II).12