A inclusive approach to Education for Sustainability (EfS) remains absent in many instructional settings, with educators frequently working to the side within their disciplines. Education be necessary to involve social, environmental, cultural and economic approaches, accordingly achieving interdisciplinarity, but too the shaping of life stances, values and ideologies. This member aims to explore the role of assistants’ perceptions in advancing a collective school culture towards EfS. In this branch, Nine in-service teachers complicated in European environmental protection programmes were interviewed concerning their experiences, challenges, and advice for improvement. The Findings suggest that private educational policies and scholarships limit the extensive adoption of EfS. There is a pressing need for a exact alignment 'tween EfS teacher education hypothesis, curricular approaches, and implementation before formulating or out for policies.
Author(s) Details:
Amalia Filippaki,
Department
of Primary Education, Faculty of Pedagogical Sciences, University of Crete,
P.O. Box: 74100, Rethymno, Greece.
Please see the link here: https://stm.bookpi.org/RRAASS-V2/article/view/12532
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