Wyniki wyszukiwania - Biblioteka Nauki

1

Teachers as Agents of Societal Change

100%

Iliško D.

Journal of Teacher Education for Sustainability

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2007

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tom 7

14-26

EN

This article discusses theoretical and practical aspects of transformative learning that can become a way for adults to critically evaluate and essentially comprehend themselves and their input in education, whose goal is to create action towards a sustainable society. The review of contemporary literature focuses on sustainability as a holistic concept linked to the idea of vision as significant in engendering alternative transformative power. The framework of a sustainable development has a potential to stimulate teachers' engagement with educational and societal processes with respect to the future development of a society within an ethical framework around values of democracy and active societal engagement. The aim of the research presented here is to explore the effect of critical transformative learning process for revitalizing adults' societal action brought about by engagement with in-service course for adults, aiming to gradually assist adults helping them to become creative producers of self and agents of transformations in education.

2

A Case Study of ESD Implementation: Signs of Sustainable Leadership

63%

Iliško D. , Badyanova Y.

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nr 1

38-48

EN

This article presents a case study of two schools that were identified as a result of UNESCO associated schools survey as cases of sustainable leadership and governance. The aim of the study is to present the two cases that were crystalized in the survey carried out at end of the United Nationsí Decade of Education for Sustainable Development (2005-2014). Prior to the in-depth study of two schools, the authors have carried out a survey of the heads and deputy heads of 26 UNSECO associated schools in Latvia on how schools are succeeding in improving educational outcomes, school development, cooperation with multiple stakeholders, and innovation. The authors have carried out semi structured interviews with the heads and deputy heads of two schools on the following questions: How has ESD updated and improved educational purposes and outcomes in your school? Does ESD improve test scores and/or achieve other desired outcomes? How does ESD help to improve and enrich school curriculum development in your school? How does ESD guide students to have the knowledge, skills and values to care for and solve the sustainable development issues that arise in your school? How does ESD help to strengthen the partnerships between schools and other stakeholders, including the surrounding community? How does ESD promote innovation in the teaching-learning conceptual framework?

3

Preparing Children for School: The Perspective of Sustainability

51%

Guseva S. , Dombrovskis V. , Iliško D.

Journal of Teacher Education for Sustainability

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2007

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tom 8

48-58

EN

This study analyses different aspects of upbringing and development concerned with preparing pre-school children for school. The focus is on justifying child development within the pre-school educational environment with elements of sustainability in order to better prepare students for school. Education in pre-school environments should be seen as a synergy of the affective and cognitive spheres of children. The authors refer primarily to the significant contribution provided in the sphere of pre-school education by different Russian psychologists and educators. The results of this study indicate that if the pre-school curriculum includes elements of sustainability, the process of preparing children for school is more effective and children may possibly be more successful at school.

4

Teachers as Researchers: Bringing Teachers' Voice to the Educational Landscape

51%

Iliško D. , Ignatjeva S. , Mičule I.

Journal of Teacher Education for Sustainability

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2010

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tom 12

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nr 1

51-65

EN

There are a number of studies addressing the possible benefits of teachers being engaged in research, but there is little research that explores what teachers themselves think about their role as researchers and how they evaluate themselves as researchers. The aim of this study is to present a small scale investigation into teachersí self-perception of doing research in mainstream schools. By doing research, teachers express their voice; teachers' voice is an expression of their frames of reference. This is also a way of making their perspective public. In Latvia, teachers do not have an active voice in the educational theory and research. This research indicates that research initiated by teachers provides a framework for strengthening teachers' voice. The research data present an analysis of teachers' self-evaluation of their research competency, ability to organize their own research activity and that of their children. The study highlights the factors that determine teachers' willingness to engage in doing research, as well as their expertise to organize and motivate children's research. The data from group interviews and questionnaires show a genuine degree of agreement on a number of main issues, such as teachers' motivation in doing research, their expertise to motivate children in doing their research, as well as teachers' openness to creative and imaginative insights brought about by the primary school children in their research projects. This study highlights several significant correlations between teachers' ability to carry out their own research and their ability to engage children in a meaningful research.

5

Students' Self-Efficacy and Resilience in An Online Environment in a Post-Pandemic

51%

Iliško D. , Badjanova J. , Leikuma-Rumicāne L. , Vitola Z.

Language. Culture. Politics. International Journal

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2024

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nr 1

81-97

PL

Covid-19 spowodował ogromne zmiany we wszystkich sferach życia, w tym w edukacji. Koronawirus radykalnie zmienił sytuację na całym świecie. Pandemia wymusiła przejście edukacji na tryb nauczania online, w którym treści edukacyjne były dostarczane zarówno synchronicznie, jak i asynchronicznie. Po pandemii powrót do tych samych schematów życia i nauki, co przed pandemią, staje się niemożliwy. Nauczanie hybrydowe stało się rzeczywistością w większości uczelni wyższych w wielu krajach. Celem tego badania jest ewaluacja aspektów skuteczności środowiska uczenia się online poprzez budowanie odporności uczniów na stres w obliczu Nowej Normalności w czasie po pandemii. Metodologia badań. Na potrzeby tego badania autorzy wykorzystali kwestionariusz do zbadania odporności na stres i poczucia własnej skuteczności w środowisku uczenia się online po pandemii, a także przeprowadzili wywiady grupowe na temat mechanizmów radzenia sobie w celu budowania większej odporności na stres przez uczniów szkół wyższych. Stwierdzono, że nauczanie online wymaga zmiany paradygmatu w edukacji w kierunku modelu postindustrialnego poprzez skupienie się na konstruktywistycznym podejściu skoncentrowanym na uczniu, we współtworzeniu wiedzy w trybie samodzielnego uczenia się. Zamiarem autorów było zbadanie potencjału podejść pedagogicznych w zakresie zastosowania złożonego projektu środowiska uczenia się online w celu zwiększenia jego efektywności.

EN

Covid-19 has caused tremendous changes in all spheres of life, including education. Coronavirus has dramatically altered situation all over the globe. The pandemic has forced to switch education towards online teaching mode, where learning content was delivered both, synchronously and asynchronously. After the pandemic, it has become impossible to return to the same patterns of life and studies as before. Hybrid teaching has become a reality in majority of higher institutions in many countries. The aim of this study it to explore the aspects of efficacy in an online learning environment by building higher students’ stress resilience in facing New Normal in a post-pandemic time. Research methodology. For the purpose of this study the authors used a questionnaire to explore stress resilience and self-efficacy in an online learning environment in a post pandemic. New sentence: Additionally, they conducted focus group interviews to examine coping mechanisms for building greater stress resilience among students in higher education. It was concluded that online learning requires paradigm shift in education towards post-industrial model by focusing on learner-centred constructivist approaches in co-creating knowledge in a self-directed learning mode. The intention of the authors was to explore a potential of pedagogical approaches on how to apply complex design of an online learning environment to become more efficient.

6

Envisioning the Future: Bachelor’s and Master’s Degree Students’ Perspectives

51%

Iliško D. , Skrinda A. , Mičule I.

Journal of Teacher Education for Sustainability

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2014

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tom 16

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nr 2

88-102

EN

Education is a future-facing activity. Therefore, universities need to engage students in building alternative and preferable future scenarios and reveal features of unsustainability, as well as open spaces for students to participate in discussions and negotiate new meanings. This paper reveals the future visions bachelor’s and master’s degree students from one of the regional universities in eastern Latvia have of education and focuses on a sustainability analysis (sustainable and unsustainable) of societal aspects and education. The authors conclude that thinking about preferred futures make students more aware of the positive changes that could be made and their personal responsibility to contribute to these changes. In this connection, the need to take a broad, integrated and holistic view of the future and its social and personal significance is of utmost importance.

7

Teacher-Carried Research as a Tool for Teachers' Professional Growth

51%

Iliško D. , Ignatjeva S. , Mičule I.

Journal of Teacher Education for Sustainability

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2011

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tom 13

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nr 2

87-103

EN

Inquiry among the schoolteachers' needs to be embedded, cultivated, sustained and nurtured as a tool for a better understanding of the processes in the education and for fostering teachers' ongoing professional growth. This study explores teachers' self-evaluation of their competency to conduct research and to incorporate it in the classroom. Both qualitative and quantitative research methods were employed to seek answers about teachers' engagement with research and to explore the factors of resistance for carrying out research in the classroom setting. This study also dwells upon some mechanisms that lead teachers to carry out research. The focus group interviews which were conducted reflect on the factors that encourage teachers to become more involved in the research and point to the advantages they perceive as emanating from the research. The qualitative part of inquiry reflects teachers' narrative ways of construction and reconstruction of their personal and professional knowledge. The authors discuss the processes that foster teachers to move from the fragmentary use of research strategies to the ability to live in the inquiry, practice new behaviours in the classroom, unlearn the old ones, reflect in action and stay open to a range of new initiatives.