Tích hợp các nội dung phát triển bền vững trong chương trình đào tạo giáo viên: nghiên cứu tại ba cơ sở đào tạo giáo viên của Việt Nam

Các tác giả

  • Nguyễn Phương Thảo Trường Đại học Sư phạm Hà Nội

Tóm tắt

This study analyzes how sustainable development (SD) topics are integrated in the teacher education curricula of three teacher education institutions (TEIs) namely: Hanoi National University of Education, University of Education (Vietnam National University Hanoi), and School of Education (Can Tho University). The author employs a mixed approach combining qualitative and quantitative analysis with the support of MAXQDA software to analyze 1442 syllabi of the three TEIs. The findings reveal that SD topics were integrated in the curricula to some extent; however, the integration level was moderate: 28.6% at Hanoi National University of Education, 29.7% at University of Education (Vietnam National University Hanoi), and 14.5% at School of Education (Can Tho University). SD topics were mostly integrated horizontally. These findings provide the implications for TEIs to deploy a holistic strategy in integrating various dimensions of Education for Sustainable Development (ESD) in training curricula to equip pre-service teachers with a better and systematic understanding of ESD as well as the role of education in fulfilling SD objectives towards the ultimate goals of a better world.

Tài liệu tham khảo

Brownlee, M. T. J., Powell, R. B., & Hallo, J. C. (2013). A review of the foundational processes that influence beliefs in climate change: opportunities for environmental education research. Environmental Education Research, 19(1), 1-20. https://doi.org/10.1080/13504622.2012.683389

de Haan, G. (2006). The BLK ‘21’ programme in Germany: a ‘Gestaltungskompetenz’‐based model for Education for Sustainable Development. Environmental Education Research, 12(1), 19-32. https://doi.org/10.1080/13504620500526362

Dijkstra, E. M., & Goedhart, M. J. (2012). Development and validation of the ACSI: measuring students’ science attitudes, pro-environmental behaviour, climate change attitudes and knowledge. Environmental Education Research, 18(6), 733-749.

Ferreira, J. A., 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 for Teaching, 33(2), 225-239.

Krah, J. M., Reimann, J., & Molitor, H. (2021). Sustainability in brandenburg study programs. perspectives for anchoring sustainability in higher education curricula. Sustainability (Switzerland), 13(7). https://doi.org/10.3390/su13073958

Leal Filho, W., Raath, S., Lazzarini, B., Vargas, V. R., de Souza, L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic, V. L. (2018). The role of transformation in learning and education for sustainability. Journal of Cleaner Production, 199, 286-295. https://doi.org/10.1016/j.jclepro.2018.07.017

Lozano, R., & Young, W. (2013). Assessing sustainability in university curricula: Exploring the influence of student numbers and course credits. Journal of Cleaner Production, 49, 134-141. https://doi.org/10.1016/j.jclepro.2012.07.032

Mayring, P. (2014). Qualitative Content Analysis Theoretical Foundation and Basic Procedures. June, 1-138. https://doi.org/10.1016/S1479-3709(07)11003-7

Merritt, E., Hale, A., & Archambault, L. (2019). Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course. Sustainability, 11(1), 155.

Nguyen, A. N., Nguyen, T. P., Kieu, K. T., Nguyen, Y. T. H., Dang, D. T., Singer, J., Schruefer, G., Tran, T. B., & Lambrechts, W. (2022). Assessing teacher training programs for the prevalence of sustainability in learning outcomes, learning content and didactic approaches. Journal of Cleaner Production, 365(November 2021), 132786. https://doi.org/10.1016/j.jclepro.2022.132786

Nguyen, T. P. (2017). Education for Sustainable Development in Vietnam: exploring the geography teachers’ perspectives. International Research in Geographical and Environmental Education, 27(4), 342-357. https://doi.org/10.1080/10382046.2017.1366204

Nguyen, T. P. (2019). Searching for education for sustainable development in Vietnam. Environmental Education Research, 0(0), 1-13. https://doi.org/10.1080/13504622.2019.1569202

Nguyen, T. P., Leder, S., & Schruefer, G. (2021). Recontextualising Education for Sustainable Development in pedagogic practice in Vietnam: linking Bernsteinian and constructivist perspectives. Environmental Education Research, 27(3), 313-337. https://doi.org/10.1080/13504622.2021.1879732

Rieckmann, M. (2018). Learning to transform the world: key competencies in Education for Sustainable Development. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), Issues and trends in education for sustainable development - UNESCO Digital Library (pp. 39-60). UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000261445

Stough, T., Ceulemans, K., Lambrechts, W., & Cappuyns, V. (2018). Assessing sustainability in higher education curricula: A critical reflection on validity issues. Journal of Cleaner Production, 172, 4456-4466. https://doi.org/10.1016/j.jclepro.2017.02.017

UNECE (2008). Extract of issues relevant to competences in ESD. http://www.unece.org/fileadmin/DAM/env/esd/inf.meeting.docs/EGonInd/8mtg/ExtractRFCompetencesEG_ESD_8_5.pdf

UNESCO MGIEP (2017). Sách giáo khoa vì sự phát triển bền vững. Tài liệu hướng dẫn lồng ghép nội dung. UNESCO MGIEP.

UNESCO (2005). UN Decade of Education for Sustainable Development 2005-2014. UNESCO. https://doi.org/ED/2005/PEQ/ESD/3

UNESCO (2014). Shaping the Future We Want UN Decade of Education for Sustainable Development. 2005-2014 Final Report. In United Nations Educational, Scientific and Cultural Organization. UNESCO. https://doi.org/10.5363/tits.11.4_46

UNESCO (2017). Education for Sustainable Development Goals. Learning Objectives.

World Commission on Environment and Development (WCED) (1987). Our common future.

Tải xuống

Đã Xuất bản

17.01.2023

Cách trích dẫn

Nguyễn , P. T. (2023). Tích hợp các nội dung phát triển bền vững trong chương trình đào tạo giáo viên: nghiên cứu tại ba cơ sở đào tạo giáo viên của Việt Nam. Tạp Chí Giáo dục, 22(21), 1–8. Truy vấn từ https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/577

Số

Chuyên mục

Các bài báo

Các bài báo được đọc nhiều nhất của cùng tác giả