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). If sustainability needs new values, whose values? Initial teacher training and the transition to sustainability. In P. Jones, D. Selby, & S. Sterling (Eds.) Sustainability education: perspectives and practices across higher education (pp. 313–327). London: Earthscan. Delors, J. (1996). Learning: the treasure within. Report to UNESCO of the international commission on education for the twenty-first century. Paris: UNESCO. De Sousa, R. (1987). The rationality of emotion . Cambridge, MA: MIT Press. Dirkx, J.M. (2008). The meaning and roles of emotions in adult

. (2008). Complexity and self-organization. In M. J. Bates & M. N. Maack (Eds.), Encyclopedia of library and information sciences, vol. 2 (pp. 1215–1224). Oxford: Taylor and Francis. Higgs, A. L., & McMillan, V. M. (2006). Teaching through modeling: Four schools’ experiences in sustainability education. The Journal of Environmental Education, 38 (1), 39–53. Holland, J. H. (1998). Emergence: From chaos to order. Oxford University Press. Holman, P. (2010). Engaging emergence: Turning upheaval into opportunity . Berrett-Koehler Publishers. Holmberg, J., Svanström, M

). Education for sustainable development: Experiences from action Research with science teachers. Discourse and Communication for Sustainable Education, 3, 23-40. doi: 10.2478/v10230-012-0002-1 Fedosejeva, J., Bo’e, A. Romanova, M., & Iliško, Dz. (2018). Education for sustainable Development: The choice of pedagogical approaches and methodsfor the implementation of pedagogical tasks in the Anthropocene age. Journal of Teacher Education for Sustainability, 20(1), 157-179. Education for Sustainable Development: The Choice of Pedagogical Approaches and Methods for the

References Ates, D., Teksöz, G., & Ertepınar, H. (2017). Exploring the role of future perspective in predicting Turkish university students’ beliefs about global climate change. Discourse and Communication for Sustainable Development , 8(1), 32–52. Aslandağ Soylu, B., Yanpar Yelken, T., & Külekci, M. K. (2016). Evaluating lifewide learning habits of academicians for sustainable development. Discourse and Communication for Sustainable Education, 7 (2), 132–143. doi: 10.1515/dcse-2016-0021 Barth, M., Godemann, J., Rieckmann, M., & Stoltenberg, U. (2007

References Allan, A. (2016) Emocinio intelekto ugdymas. Ar tai tik jausmai? [Emotional intellect education. Are these just feelings?]. Retrieved from http://www.bernardinai.lt/straipsnis/2016-01-25-emocinio-intelekto-ugdymas-ar-tai-tik-jausmai/139977 Belousa, I., & Ūzuliņa, S. (2010). Emotional aspect of teachersí professional mastery in Latvia: Theoretical and historical reflections. Discourse and Communication for Sustainable Education , 1 (2), 82–94. Retrieved from https://doi.org/10.2478/dcse-2013-0017 Bukantaitė, D., Misiūnaitė, S., & Šlentnerienė, V

& education – Supporting integration with heritage education] . Helsinki: Suomen Kulttuuriperintökasvatuksen seura. 58–108. Chandra, D. V. (2014). Re-examining the importance of indigenous perspectives in the western environmental education for sustainability: “From tribal to mainstream education”. Journal of Teacher Education for Sustainability, 16 (1), 117–127. DOI: 10.2478/jtes-2014-0007 Costandius E. (2010). Using art as a medium to enhance social responsibility and citizenship. Discourse and Communication for Sustainable Education, 2 (1), 74–81. DOI: 10.2478/dcse

sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development. Environmental Education Research , 23 (3), 436–449. Atmaca, Ē. (2017). Effects of contextual factors on ESD in teacher education. Discourse and Communication for Sustainable Education , 8 (2), 77–93. Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability , 5 (12), 5067–5080. Blair, E., & Blair, J. (2015). Applied survey sampling . Los

Vertreibung ihrer deutschen Bewohner [Siertsch/Borschim: Two Czech Villages: their becoming, their church, their school, their people, the expulsion of their German inhabitants]. Ockenfels: Selbstverlag. Literature Badjanova, J., & Iliško, Dz. (2015). Holistic approach as viewed by the basic school teachers in Latvia, Discourse and Communication for Sustainable Education , 6 , 132–140. Bakke, E. (2004). The Making of Czechoslovakism in The First Czechoslovak Republic. In Loyalitäten in der Tschechoslowakischen Republik 1918 – 1938. Politische, nationale und kulturelle

), If Sustainability Needs New Values, Whose Values? Initial Teacher Training and the Transition to Sustainability , Chapter 17, pp 313-328 in, Sustainability Education – Perspectives and Practice Across Higher Education, edited by Paula Jones, David Selby and Stephen Sterling, Earthscan 5. Cotton, D. and Winter, J. (2010), ‘It’s not Just Bits of paper and Light Bulbs’: A Review of Sustainability Pedagogies ant Their Potential Use in Higher Education , Chapter 3, pp 39-54 in, Sustainability Education – Perspectives and Practice Across Higher Education, edited by

://likumi.lv/doc.php?id=210806 Rauhvargers, A. (2005). Veidojot kvalifikaciju ietvarstruktūru Latvijas augstākajai izgltttbai [Creating a framework of qualifications for Latvian higher education]. Retrieved May 5, 2009, from http://www.aic.lv/bolona/Latvija/Atsev_prez/LV_ FRame24012005.pdf Salīte, I. (2009). Ilgtspejiga izglītība demokrātijas un darbības pētījuma skatījumā [Sustainable education in democracy and the action research perspective]. Skolotājs [The Teacher], 1(73), 8-13. Strategic framework - education and training 2020. (2014). Retrieved November 15, 2014, from http