Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?
Abstract
:1. Introduction
1.1. Overview of ESD in Initial Teacher Education
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- To what extent is and can ESD be a distinctive pedagogical approach that goes across subject courses in both countries?
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- What does transformational as opposed to transmissive learning mean in the context of ITE in England and Turkey?
1.2. Contexts of England and Turkey Regarding ITE
1.2.1. Context of England
1.2.2. Context of Turkey
1.2.3. Similarities and Differences between ITE Programmes of England and Turkey
2. Materials and Methods
2.1. Research Design
2.2. Data Analysis
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- Teacher centred approaches;
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- Knowledge transfer;
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- Based on cognitive domain;
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- Emphasis on definition of terms;
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- Content knowledge.
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- Learner-centred approaches;
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- Inquiry-based approaches;
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- Meta-cognitive skills;
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- Active learning skills;
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- Deep thinking skills;
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- Critical analysis;
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- Critical thinking;
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- Reflective thinking;
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- Problem solution skills;
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- Future thinking skills;
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- Values-based approach;
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- Social-collaborative learning;
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- Holistic thinking skills;
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- Interdisciplinary thinking skills.
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- The nature and form of the approach to teaching and learning, the extent to which the emphasis in the documents is on information, transmission of knowledge and includes mention of enquiry-based learning;
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- The level of and extent to which theoretical and conceptual understandings of sustainable development are reflected within the documents and courses. This means if and where reference is made in the documents and including sessions on conceptual questions;
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- The extent to which there is reference in the documents to active learning processes, and to promoting a sense of social transformation. For example, do the examples provided in the documents refer to encouraging the learners to question their own assumptions, to consider their social role and see themselves as agents of change;
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- Ways in which values are reflected within the documents and therefore the programmes. For example, themes of social justice, co-operation, and care for others are referenced in the documents.
2.3. Validity and Reliability
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- Wider curriculum course module guide;
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- Summary of material for activities with external organisation;
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- Geography course subject specific guidance and PowerPoint presentation;
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- Geography handout for activity, such as Globingo;
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- Geography resource lists including indicative bibliography, cross-curricula texts and recommended texts.
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- Secondary Geography Guide. This includes programme structure, details of assignments, reading lists, lesson plan guidance and links to other modules.
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- The National ITE programme description provided by CoHE (https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf) (accessed on 23 December 2020);
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- The National Undergraduate ITE Programmes (https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari) (accessed on 23 December 2020). This includes 25 undergraduate programme descriptions and the course descriptions in these programmes;
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- The course description of ESD courses on two universities’ websites. This includes the aims of the course, the content of the course, the materials used, the teaching and learning strategies followed, and the way the assessment was conducted;
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- ESD course content and PowerPoint slides from two teacher educators;
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- The course description of Community Service Practice presented on the websites of the universities. This includes the aim, content, materials, and teaching strategies of the course and sample projects conducted in this course.
3. Results
3.1. Extent to Which Programmes Promote Distinctive Pedagogical Approaches
3.1.1. Case of England
3.1.2. Case of Turkey
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- Sustainability concept and usage areas;
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- Sustainability in terms of social sciences and natural sciences;
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- Sustainability in the context of social change;
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- Education and sustainability;
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- The future of humanity and sustainability;
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- Migration, poverty and inequality;
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- Sustainable environment;
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- Ecology, global environment, and sustainability;
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- Sustainable society in harmony with nature;
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- Consumption habits and environment;
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- Social responsibility studies, sustainability in terms of tangible and intangible cultural heritage;
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- Rethinking human-nature relations in the axis of sustainability.
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- The concepts of society;
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- Community service and social responsibility;
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- Social responsibility projects in terms of social and cultural values;
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- Identifying recent social problems;
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- Developing projects as a solution to social problems;
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- Volunteering social responsibility projects individually or in groups;
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- Being in cooperation with the social responsibility projects of non-governmental organizations and/or their local communities;
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- Participating in scientific activities such as panels, conferences, congress and symposiums as an audience, presenter or organiser;
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- Evaluating the outcomes of the projects.
3.2. Transmissive vs. Transformative Learning: Evidence from England and Turkey
3.2.1. Evidence from England
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- How to teach climate change;
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- How to teach the importance of Sustainable Energies.
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- What do we feel about the environment around our school?
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- How can we develop a child’s geographical imagination?
3.2.2. Evidence from Turkey
“To provide the teacher candidates studying in different teacher training programmes to be informed about ‘sustainable development’ and to help them understand the relationship between sustainable development and education”.
“Discussion will start after the conceptual and theoretical explanation of the lecturer on the subject at the beginning of the lesson”.
- What does economy mean?
- What does economic development mean?
- What does sustainability mean?
- What is the relation between economy and development?
- How would you describe educational rights?
- Can education be a solution to equality problems?
- How can education be used to promote SDGs?
“To train educators and education researchers who will shape the future of our country and humanity with an academic staff that follows and produces new educational technologies, is innovative, creative, has developed ethical values, can establish effective communication and cooperation with its stakeholders, and take a leading role in the process of social transformation in a contemporary sense.”
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- How would you reflect your individual responsibilities in SDGs?
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- How would you evaluate quality education after pandemic?
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- What are the problems that can be encountered for quality education after pandemic?
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- Could you provide some examples from recent local and global samples?
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- How can you analyse migration in Turkey? Please state the reasons and managing policies, and reflect your own opinions for precautions towards migration.
4. Discussion
5. Limitations
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Teacher-centred learning; Teacher led activities; Lecturing; Prescriptive following of curriculum; Transmission of knowledge; Knowledge focused learning; Learner-centred activities; Inquiry-based approach; Experiential learning; Problem-based learning; Interdisciplinary thinking skills; Reflective thinking skills; Future thinking skills; Dialogic thinking skills; Values-based approach; Critical thinking skills; Social-collaborative learning; Student empowerment; Integration of socio-emotional and behavioural domains; Integrated use of knowledge, skills, and values of ESD. |
Documents | Source |
---|---|
General ITE programme description of CoHE | Website of CoHE |
Detailed ITE programmes of CoHE | Website of CoHE |
Course descriptions of ESD in two universities | Website of the universities |
Teaching materials for ESD courses of two universities | Websites of the universities Slides of teacher educators |
Course descriptions of Community Service Practice in universities | Website of the universities |
Documents | Source |
---|---|
Programme handbooks for PGCE courses from two universities | Teacher educators |
Course descriptions | Websites of universities |
Teaching materials of PGCE courses | Teacher educators |
PhD thesis with evidence from Liverpool Hope University | Doctoral student |
Codes | Categories | Themes |
---|---|---|
To provide the teacher candidates to be informed about sustainable development to help them understand the relationship between sustainable development and education | Teachers as passive knowledge seekers; Cognitive domain | Teacher centred learning |
The conceptual and theoretical explanation of the lecturer on the subject | Knowledge transfer | Teacher centred learning |
The shape the future of our country and humanity take a leading role in the process of social transformation | Active learners; Use of behavioural domains | Future thinking |
Innovative, creative | Being active in their learning | Active learning strategies |
Developed ethical values | Having ethical values | Values-based approach |
Can establish effective communication and cooperation with stakeholders | Working collaboratively | Social-collaborative learning |
Subject Knowledge | Values of ESD |
---|---|
Primary Education | Looking after the world, taking responsibility, caring, and moral responsibility |
PGCE Secondary Physics | Valuing the natural world, valuing the biodiversity, planet, other people, other cultures, other generations, valuing humans, individuals, and society. |
PGCE Secondary RE | Living peacefully, equality, understanding about peace and conflict |
PGCE Secondary Citizenship | Equality, fairness, interconnectedness, sharing, creating, thinking about the world as a globalised unit. |
PGCE Secondary Maths | Empathy, sharing ideas |
PGCE Secondary Biology | Social justice, democracy, viewing the planet as a resource for all humans and organisms, interdependence |
PGCE Secondary Geography | Valuing position, ideologies, valuing belief systems, values of education, effects of values in teaching. |
PGCE Secondary Chemistry | Helping individuals, helping society, making sensible personal decisions. |
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Bourn, D.; Soysal, N. Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability? Sustainability 2021, 13, 8973. https://doi.org/10.3390/su13168973
Bourn D, Soysal N. Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability? Sustainability. 2021; 13(16):8973. https://doi.org/10.3390/su13168973
Chicago/Turabian StyleBourn, Douglas, and Nese Soysal. 2021. "Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?" Sustainability 13, no. 16: 8973. https://doi.org/10.3390/su13168973
APA StyleBourn, D., & Soysal, N. (2021). Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability? Sustainability, 13(16), 8973. https://doi.org/10.3390/su13168973