Stručni rad
https://doi.org/10.15516/cje.v20i3.3252
Teachers’ Knowledge on Education for Sustainable Development – Polish Contexts
Anna Mróz
orcid.org/0000-0002-9109-1395
; Pedagogical University of Krakow, Faculty of Education, Institute of Educational Studies
Łukasz Tomczyk
orcid.org/0000-0002-5652-1433
; Pedagogical University of Krakow, Faculty of Education, Institute of Educational Studies
Iwona Ocetkiewicz
; Pedagogical University of Krakow, Faculty of Education, Teachers Training School
Katarzyna Walotek-Ściańska
; University Ignatianum in Krakow, Faculty of Philosophy, Institute of Culturology
Sažetak
The sustainable development model is considered to be the only one implementing the postulate of intra- and intergenerational justice, and allowing modern societies to develop safely. Because education makes it possible to achieve complex social goals, the sustainable development model must be implemented in a modern school. For this purpose, UNESCO experts promote education for sustainable development (ESD) as a response to the challenges of the modern world. The article presents the results of empirical research on teacher knowledge on education for sustainable development. Participants in the research, which was carried out in 2016, were 337 Polish teachers of the lower and upper secondary school. The research analysis showed that Polish teachers are not properly prepared for the implementation of assumptions of education for sustainable development into education programmes - their knowledge in this area is insufficient.
Ključne riječi
education for sustainable development; school; shaping competencies; sustainability; teacher
Hrčak ID:
207415
URI
Datum izdavanja:
27.9.2018.
Posjeta: 1.078 *