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Effect of a Toolkit and a One-Day Teacher Education Workshop on ESD Teaching Content and Methods—A Study from Kosovo

机译:工具包和为期一天的师范教育讲习班对可持续发展教育教学内容和方法的影响-科索沃的一项研究

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Environmental education in Kosovo is currently under reform. The new strategy for sustainable development demands a strong focus on education for sustainability in schools. However, a lack of teacher education might impede new approaches in the classroom. This study investigated how teachers in Kosovo approach locally-relevant environmental issues in the classroom before and after a one-day in-service workshop on teaching approaches related to education for sustainable development (ESD). Data were gathered in nine classes with a systematic observation scheme and processed using Flanders’ interaction analysis categories system. During the workshop, a specially designed toolkit was introduced to the participants (nine biology teachers from the upper secondary level). The toolkit included teaching approaches suitable for ESD and focused on air and water pollution, waste management, energy saving, and the conservation of biodiversity. Before the workshop, teacher-talk occupied more than 90% of a typical 45-min lesson, and instructions were frontal and directive. After the workshop, pupil-talk strongly increased (up to 88%), and pupils were actively engaged in activities suitable for ESD. Supportive training can thus help teachers to improve their instructional practices. However, only those teachers who had reported support from head teachers and colleagues were still frequently using the toolkit after one year.
机译:科索沃的环境教育目前正在改革中。可持续发展的新战略要求高度重视学校的可持续发展教育。但是,缺乏教师教育可能会阻碍课堂上采用新的方法。这项研究调查了科索沃的教师在为期一天的关于与可持续发展教育有关的教学方法的在职讲习班前后如何处理课堂中与当地相关的环境问题。数据通过系统的观察方案分为9类进行收集,并使用佛兰德的互动分析类别系统进行处理。在研讨会期间,向参与者(来自高中的9位生物学老师)介绍了一种特别设计的工具包。该工具包包括适用于ESD的教学方法,并侧重于空气和水污染,废物管理,节能和生物多样性保护。在讲习班开始之前,老师讲课占典型的45分钟课程的90%以上,指示是正面和指导性的。讲习班结束后,学生的谈话量大大增加(高达88%),并且学生积极地参加了适合ESD的活动。支持性培训因此可以帮助教师改善他们的教学实践。但是,只有那些报告了班主任和同事支持的老师在一年后仍经常使用该工具包。

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