A Study on the Status of Sustainability Education among Iranian EFL Instructors: Developing a Glocalized Model.
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| Title: | A Study on the Status of Sustainability Education among Iranian EFL Instructors: Developing a Glocalized Model. |
|---|---|
| Authors: | Tavakkoli, Zahra1 (AUTHOR), Rashidi, Naser1 (AUTHOR) naser.rashidi@shirazu.ac.ir |
| Source: | Journal of Teacher Education for Sustainability. 2020, Vol. 22 Issue 2, p66-89. 24p. |
| Subject Terms: | *English as a foreign language, *Education policy, *Moral education, Sustainability, World citizenship |
| Abstract: | In the Iranian education context where the concept of Sustainability Education is to a certain extent novel and fresh, one must first determine the state of Sustainability Education in education systems and specifically TEFL departments to discover EFL instructors' needs. This way, EFL instructors can be equipped with Sustainability Education competencies needed for transforming EFL education systems. Sustainability Education can be best implemented through language learning and specifically English learning compared with other subjects because language classes are the best sights for discussing sustainability issues. Additionally, the actualization of Sustainability Education in language classes can facilitate CLT and global citizenship operationalization. Having these in mind, the present study attempts to depict a clear picture of Sustainability Education among EFL instructors and provide education systems and policymakers with the necessary Sustainability Education competencies to equip teachers and help learners to feel and identify the relationship among sustainability issues such as culture, ecology, economy, power structures, and even their own families. The study was conducted using a Sustainability Education questionnaire developed by the researchers. The questionnaire was distributed among 150 EFL instructors. The findings of the study reveal that EFL instructors experience an apparent lack of sustainability literacy. On the other hand, their level of implementation is better than literacy but still not much satisfactory. The important findings can bring about the transformation and modification of EFL teacher education and curriculum and will be highly advantageous regarding professional and ethical dimensions of education system. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Teacher Education for Sustainability is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 149644371 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Study on the Status of Sustainability Education among Iranian EFL Instructors: Developing a Glocalized Model. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tavakkoli%2C+Zahra%22">Tavakkoli, Zahra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rashidi%2C+Naser%22">Rashidi, Naser</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> naser.rashidi@shirazu.ac.ir</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Teacher+Education+for+Sustainability%22">Journal of Teacher Education for Sustainability</searchLink>. 2020, Vol. 22 Issue 2, p66-89. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Moral+education%22">Moral education</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22World+citizenship%22">World citizenship</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In the Iranian education context where the concept of Sustainability Education is to a certain extent novel and fresh, one must first determine the state of Sustainability Education in education systems and specifically TEFL departments to discover EFL instructors' needs. This way, EFL instructors can be equipped with Sustainability Education competencies needed for transforming EFL education systems. Sustainability Education can be best implemented through language learning and specifically English learning compared with other subjects because language classes are the best sights for discussing sustainability issues. Additionally, the actualization of Sustainability Education in language classes can facilitate CLT and global citizenship operationalization. Having these in mind, the present study attempts to depict a clear picture of Sustainability Education among EFL instructors and provide education systems and policymakers with the necessary Sustainability Education competencies to equip teachers and help learners to feel and identify the relationship among sustainability issues such as culture, ecology, economy, power structures, and even their own families. The study was conducted using a Sustainability Education questionnaire developed by the researchers. The questionnaire was distributed among 150 EFL instructors. The findings of the study reveal that EFL instructors experience an apparent lack of sustainability literacy. On the other hand, their level of implementation is better than literacy but still not much satisfactory. The important findings can bring about the transformation and modification of EFL teacher education and curriculum and will be highly advantageous regarding professional and ethical dimensions of education system. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Teacher Education for Sustainability is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.2478/jtes-2020-0017 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 66 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Education policy Type: general – SubjectFull: Moral education Type: general – SubjectFull: Sustainability Type: general – SubjectFull: World citizenship Type: general Titles: – TitleFull: A Study on the Status of Sustainability Education among Iranian EFL Instructors: Developing a Glocalized Model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tavakkoli, Zahra – PersonEntity: Name: NameFull: Rashidi, Naser IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: 2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 16914147 Numbering: – Type: volume Value: 22 – Type: issue Value: 2 Titles: – TitleFull: Journal of Teacher Education for Sustainability Type: main |
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