Teachers' Knowledge on Education for Sustainable Development - Polish Context - Anna Mróz (Autor); Iwona Ocetkiewicz (Autor); Katarzyna Walotek-Ściańska (Autor); Łukasz Tomczyk (Autor) (2018)
10.15516/cje.v20i3.3252
https://www.semanticscholar.org/paper/Teachers%E2%80%99-Knowledge-on-Education-for-Sustainable-%E2%80%93-Mr%C3%B3z-Tomczyk/022ffa003baa64cd90028675aabd387a41421480
Oryginalny artykuł naukowy
Smatra se da je model održivoga razvoja jedini model koji primjenjuje postulat unutar i međugeneracijske pravednosti te omogućuje siguran razvoj suvremenoga društva. S obzirom na to da obrazovanje omogućuje stjecanje složenih društvenih ciljeva, model održivoga razvoja mora biti primijenjen i u suvremenim školama. S tom svrhom stručnjaci UNESCO-a promoviraju obrazovanje za održivi razvoj (OOR) kao odgovor na izazove suvremenoga svijeta. Rad donosi rezultate empirijskoga istraživanja o znanju nastavnika o obrazovanju za održivi razvoj. U istraživanju koje je provedeno 2016. sudjelovalo je 337 nastavnika nižih i viših razreda srednje škole. Analiza rezultata pokazala je da su poljski nastavnici nedovoljno pripremljeni za provedbu teza iz područja obrazovanja za održivi razvoj u obrazovne programe – njihovo znanje iz spomenutoga područja je nedostatno.
The sustainable development model is considered to be the only one implementing the postulate of intra- and intergenerational justice, and allowing modern societies to develop safely. Because education makes it possible to achieve complex social goals, the sustainable development model must be implemented in a modern school. For this purpose, UNESCO experts promote education for sustainable development (ESD) as a response to the challenges of the modern world. The article presents the results of empirical research on teacher knowledge on education for sustainable development. Participants in the research, which was carried out in 2016, were 337 Polish teachers of the lower and upper secondary school. The research analysis showed that Polish teachers are not properly prepared for the implementation of assumptions of education for sustainable development into education programmes - their knowledge in this area is insufficient.