DAUGAVPILS UNIVERSITY
Rudīte Grabovska
IMPLEMENTATION OF THE PRINCIPLE
OF SUSTAINABILITY IN
TEACHER EDUCATION
Summary of PhD thesis
in the branch of Pedagogy, sub-branch of Higher
Education Pedagogy
Daugavpils 2006
GENERAL CHARACTERISTICS OF
PHD THESIS
Teacher education is process that is characterized by both perpetual values
and variable content. The perpetual values as the notion of the desirable have
been formed and sustained over a long time; they are always complemented by
the variable that reflects the development of the society in a definite period of
time.
Emphasizing the relation between the human and the surrounding
environment, contemplarity of three principles is to be noted - the ecological
principle, the principle of integration and spirituality - that forms the notion of
sustainability both as a perpetual value and a novelty characteristic of the
contemporary society. The origin of relatedness of these three principles is to be
sought in the 1970s, when the analysis of the historical experience of the relation
between human and nature brought out the ecological phenomenon in education.
In the 1980-90s, the notion of integration was widely discussed, whereas the end
of the 1990s witnessed an emphasis on spiritually; all of these were initially
defined as phenomena, later being interpreted as principles in education.
Notwithstanding the different definitions of the notion of sustainable
development, their common ideas are future-orientation, preservation of the
existing resources, lenient attitude to the surrounding environment, responsibility
before the future generations, and precautionary principle that was emphasized
in the 1970s in Germany. The idea of sustainability in teacher education has been
foregrounded since the end of the 20th century, along with the development of
environmental education. The origin of the notion of education for sustainable
development (ESD), in its present understanding, is related to the teacher
meeting in New York in 1998, and since 2000 - in local and global activities of
UNESCO and other organizations. Implementation of the principle of
sustainability in education makes it possible to differentiate between sustainable
and unsustainable education that can be recognized in the goals of education, its
content and implementation.
In Latvia, continuous process of development of teacher education is one of
the advantages of implementation of changes. Universities are the institutions
facilitating sustainable development (Velazquez Contreras, 2002; Shriberg, 2002)
that have the potential, resources, and capacity for the implementation of
education reforms. In this process, academic staff has a decisive role, as they are
the initiators of changes involving teachers in this process as well. Teacher
involvement in it provides for facilitating changes in a direct way, proceeding
from participant reflection, active involvement, experience, and the formation of
new frames of reference (Mezirow & Associates, 2000). Frames of reference are
the interpretation of the categories of understanding of the world and its
processes, as well as conceptualization of direct impressions that are formed on
the basis of experience and action.
This situation in education has contributed to identifying the decade of
education for sustainable development declared by UN for 2005 - 2014 and
monitored by UNESCO (UNESCO, 2003), with the aim of implementation of
education for sustainable development in education and its quality assessment.
The characteristic trends in education, participation in international projects and
other scientific activities have determined the topicality of the present research
and the choice of the topic of PhD thesis - "Implementation of the Principle of
Sustainability in Teacher Education" that is a part of the wide range of issues of
the decade "Education for Sustainable Development". The principle of
sustainability is a future strategic planning and implementation of problem
questions considering the present experience and integration of social,
economical and environmental context.
The present PhD thesis is based on the action research (Lagemann &
Shulman, 1999; Stringer, 1996; Creswell, 1994, 1998; Greenwood & Lewin
2000) methodological principles and methods, particularly that is grounded by
case study (Yin, 1994; Denzin & Lincoln, 1994; Guba & Lincoln, 1994;
Creswell, 1994, 1998) integrating it in all stages of the PhD thesis. The scientific
categories of the PhD thesis are as follows:
Object of the research: education for sustainable development.
Subject of the research: understanding of the principle of sustainability
and its development in teacher education.
Goal of the research: explore of the possibilities of implementing the
principle of sustainability and its development in teacher education.
1)
2)
3)
4)
Questions suggested for the research:
What is the understanding of theoretical sources from the perspective of
sustainable development accounting for the notions of sustainable
development and education for sustainable development; what is
characteristic of implementing the principle of sustainability and its
development in teacher education?
How is principle of sustainability carried out in teacher education in the
local and global contexts?
How do Latvian teachers understand the notion of sustainable development
and the implementation of the principle of sustainability in education?
What are the ways of implementing the principle of sustainability in
Latvian teacher education?
Tasks of the research:
1) To review theoretical sources and concerning the notions of sustainability,
sustainable development, education for sustainable development and the
principle of sustainability in education and its development in teacher
education; To analyze the local and global experience from the perspective
of principle of sustainability in teacher education;
3) To explore Latvian teachers' opinions concerning the notions of sustainable
development and implementation of the principle of sustainability in
education and analyze the data gained in the research;
4) To generate theoretical model for the implementation of the principle of
sustainability in teacher education.
5) To work out suggestions for the implementation of the principle of
sustainability in teacher education.
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-
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The methodological basis of the research:
Understanding of the notions of sustainable development and education for
sustainable development in the processes of changes in education from the
philosophical aspect (Bepнадский, 1978; Redclift, 1987; Гуревич &
Cтоляров, 1991; Dibife, 1992; Allaby, 1994; Deigh, 1998; Good, 1998;
Newman, 2004; Salīte, 1993, 2002a, 2006; Siliņš, 1999; Pipere, 2006);
pedagogical- psychological aspect (Glathorn, 1992; Clark, 1997; Gudjons,
1998; Morin, 1999; Fulans, 1999; Clarke & Hollingsworth, 2002); natural
science aspect (Carson, 1962; Margulis & Sagan, 1995; Hokings, 1997;
Ernsteins, 1995; Arajs, 1997); methodological aspect (Macleod, 1992;
Manitoba Education and Training, 2000; Kersten & Kranendonk, 2002;
McKeown, 2002); socio-political aspect (Pearce, Markandya & Barbier,
1989; Pearce & Atkinson, 1998; Davison, 2001; Dedze & Heinemans,
2003), and cultural aspect (Miller, J. 1993a; Shallcross, 2003; Breidlid,
2004);
the pedagogical approaches - critical constructivism (Winch & Gingell,
1988; de Haan, 1989; Noddings, 1998; Brooks & Brooks, 1999; Zogla,
2001; Rubene, 2004); holism (Miller, J., 1993a; 1993b, Miller, R., 1997;
Stake, 1995; Corning, 1998, 2003; Salite, Salitis, Klepere & Kudins 2004);
transformative approach (O' Sullivan, 1999; Mezirow & Associates, 2000);
action research (Schon, 1983; Lagemann & Shulman, 1991; Stronge &
Helm, 1991; Robottom & Hart, 1993; Stringer, 1996; Wolcott, 1994; Yin,
1994; Creswell, 1994, 1998; Denzin & Lincoln, 1994; Hitchcock &
Hughes, 1995; Isaac & Michael, 1995; Hubbard & Power, 1999;
Greenwood & Lewin, 1998, 2000; Bogdan & Biklen, 2003) as the basis of
implementation of sustainability in education;
higher education and university as the institution facilitating sustainable
development and their experience in teacher education from the perspective
of sustainable development (Fien, 1994; Jensen & Schnack, 1994; Wals,
1994; Salite, 1994, 2002; Cortese, 1999a, 1999b; Chadwick, 2000;
Gayford, 2001; Henze, 2001; Richardson, 2001; Warren, 2001; Shriberg,
2002; Velazquez Contreras, 2002; DU IVF, 2004a; Nkansa-Akuwe, 2004);
human attitude to the surrounding world (Naess & Rothenberg, 1989; Ness
& Heuklends, 2001; Rosszak, 2002); action experience (Whitehead, 1967;
Vygotsky, 1978, 1982; Bepнадкий, 1978; Mezirow & Associates, 2000;
Петровский & Ярошевский, 2000), mechanisms of their formation (Capra,
1982, 2002a; Griffin & Sherbume, 1985; Berry, 1990, 1999; Gang, 1989,
1991; Corning, 1995; Gang & Morgan, 2002; Rees, 1989; Buber, 1994;
Orr, 1994; Sahtouris, 1999; Vakarneidžels & Rīss, 2000; Гроф & Гроф),
2000; Salite, 1993, 2002a).
Methods of the research:
Data collection sources: studies of documents determining the global,
national, and local education development; local and global research; selfassessment reports and reflections.
Data collection methods: theoretical analysis of literature; case study;
survey; group discussion.
Methods of data processing and analysis'.
qualitative: content analysis, coding, grouping, and processing of the
collected data;
quantitative: graphical visualization of the data, data frequency
determination, correlations using the analytical data processing software
SPSS (UCLA; SPSS).
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The base of the research:
30 participant universities' of UNESCO/ UNITWIN project reflections on
self-assessment reports at three stages of action research;
self-assessment reports of two academic program of Education and
Management faculty of Daugavpils University from 2000 to 2005;
190 students of the professional study program "Preschool Teacher" and
academic study program "Pedagogy" of Daugavpils University; 184
students of the professional study program "Preschool Teacher" and
academic study program "Pedagogy" of Daugavpils University.
Stages of the research:
1. stage: study of research problem and pilot research (2000-2002)
2. stage: carrying out the research and data analysis (2003—2005)
3. stage: summary of the data and generation of theoretical model and
suggestions (2005-2006)
Scientific novelty of the research:
Interpretation of the notions of sustainability, sustainable development and
education for sustainable development, characteristics of development of
their content, and their implementation in teacher education are highlighted
in the review of theoretical sources. Theoretical and philosophical
background of the principle of sustainability is defined, based on the
historical development of the explored notions.
Analytic review that evaluates the global and local experience of
implementation of the principle of sustainability in teacher education is
elaborated.
Action research methodology for study of teachers' opinions, frames of
reference and their development to facilitate the implementation of the
principle of sustainability in teacher education is approbated.
Theoretical model and suggestions that reflect Latvian national and regional
priorities for implementation of the principle of sustainability in teacher
education and evaluation of its process is generated.
Practical significance of the research:
Participation in international research and its implementation in local
context has highlighted possibilities of action research participants'
experience development, as teachers take an active part in the processes of
change both defining problems and suggesting and implementing their
solutions. Action research ensures multiplicity of views and methods that
can be chosen by each participant to achieve the goal.
The results acquired and suggestions elaborated during the research are
implemented in the content of study courses of the professional and
academic study programs at Education and Management faculty of
Daugavpils University as well as in study program assessment and
accreditation.
The generated theoretical model and suggestions for the implementation of
the principle of sustainability in teacher education offer possibilities for the
assessment of teacher education, continuing education, study courses and
programs from the perspective of sustainable development.
The presented PhD thesis considers topical interdisciplinary issue of the
principle of sustainability, considers its implementation in teacher
education, and adds to PhD research that has been produced and defended
in the sub-branch of higher education pedagogy in Latvia.
CONTENT OF PHD THESIS
Introduction justifies the choice of the research theme and its topicality in
contemporary education, formulates the object, subject, goal, questions of the
research, research methods, theoretical basis and practical significance of the
theme, describes the base and structure of the research.
Chapter 1 Teacher education from the perspective of sustainable
development provides theoretical analysis of teacher education from the
perspective of sustainable development. The notions of sustainable development
and education for sustainable development, their historical development and use
in contemporary education are discussed. The principle of sustainability is
defined, and its development in teacher education is highlighted.
1.1. subchapter analyses the understanding of the notions of sustainability,
sustainable development and education for sustainable development, the
significant trends and their historical development. The notion of sustainability
has appeared in research sources since the 1970s (Capra, 1982; Naess &
Rothenberg, 1989; Gang, 1989; O'Sullivan, 1999; Berry, 1990; Margulis &
Sagan, 1995). In contemporary interpretation, the notion of sustainable
development entails not only the awareness of environment quality and
protectiveness but also the dimensions of economic and social development. The
analysis of theoretical sources (Sharachchandra, 1991; Chadwick, 2000;
Vakarneidžels & Rīss, 2000; Davison, 2001; Gayford, 2001; Warren, 2001;
Shriberg, 2002; Capra, 2002; Velazquez Contreras, 2002; Nkansa Akuwe, 2004
u.c.) has brought out contradictions in explications of this notion that may be
accounted for by ideological disparities and differentiation of cultural and world
view and knowledge. Interpretations of this notion are summarised in the
following table (see Table 1).
Table 1. Summary of interpretations of the notion of sustainable
development
Direction
Economical Resource
economy
and
social
welfare
Compromise
between present
and future
Keywords
Realizing resource potential
production, sustainable
technologies and agriculture,
services
Authors
Meyers & Waldmann
(1998); Treanor (2002);
Neumayer(1999);
Wittig (2004) etc.
Compromise between present
and future, neutrality,
accentuation of human
necessities
Allaby(1994);Breidlid
(2004); Bruntland
(1983); Neumayer
(1999) etc.
In their content, interpretations of the notion of sustainable development are
either based on the understanding of only one of the two components
(development or sustainability) or integration of both components is suggested.
1.2. subchapter reflects the trends of sustainability as the basic pedagogical
principle of the changes in the 21st century education both from individual
educators' perspectives and basic education documents (Chadwick, 2000; Orr,
1994; Siliņš, 1999; UN, 1992; UNESCO, 1997, 1998, 2003; Cortese, 1999b;
Shriberg, 2002; Velazquez Contreras, 2002; Dedze & Heinemans, 2003;
Jemeljanova, Gurbo & Mikuda, 2004; Dedze, Heinemans, Austers & Lune,
2004). Sustainability as the basic pedagogical principle in education is revealed
by the interaction of three components of education for sustainable development
- the ecological, social, and economic - in the cultural environment, defining
their most characteristic key words and context.
1.3. subchapter explores teacher education from the perspective of
education for sustainable development. The philosophy of these notions is based
on the understanding of the contemplarity of sustainable development
components promoting the development of critical thinking, formation of biotic
personal attitude and participation in decision-making. In the process of
implementation of education for sustainable development, the individual human
attitude and relation with the surrounding environment are revealed in the context
of cultural environment that influences human behaviour and decision making
determining the human world view in general.
Chapter 2 Action research for implementation of the principle of
sustainability in teacher education analyses the empirical application of
theoretical standpoints in research assessing the possibilities of higher education
in re-orientation of teacher education towards sustainable development. This part
provides the discussion of the local and global experience of implementation of
the principle of sustainability in teacher education.
2.1. subchapter considers the global experience is considered analysing the
results of action research implemented in UNESCO/ UNITWTN project
"Reorienting Teacher Education to Address Sustainability". The utilized data
sources are 40 self-assessment reports of participant universities. Using content
analysis it was explored that the implementation of the principle of sustainability
in teacher education can occur according to four directions: education and
continuing education, assessment and development, management and politics,
cooperation and experience exchange.
2.2. subchapter shows research experience of Daugavpils University in the
context of the theme under study. Among significant needs and components
characterising changes, it is possible to single out the formation of the attitude
towards the world and its parts, facilitating the assessment of the diverse learning
contexts, ability of setting an appropriate goal, teaching methods and the skill of
the formation of development promoting pedagogical models.
2.3. subchapter using UNESCO division, summarises the research
experience in teacher education of researchers and university academic staff from
North American, European, Asian, and Pacific countries. The analysis of the
current situation and contemporary experience reveals most characteristic
pedagogical approaches, suggested solutions and their impact on re-orientation of
education towards sustainable education that provide an overview of sustainable
and unsustainable education models in the world. The diverse experience of
participants is determined by different situations in the countries, priorities and
approaches. The assessment of research leads to suggestions of different levels
both in formal and non-formal education. In the situation of Latvia, these
examples help to find the ways of integrating the principle of sustainability in
teacher education.
Chapter 3 Study of Latvian teacher' opinions about the implementation
of the principle of sustainability in education entails the research that is
methodologically based on action research of other country experience and uses
case study. The research has been produced at Daugavpils University using
survey and discussion groups. The participants of research were selected among
teachers who are the facilitators of changes in education (Glathorn, 1992;
Richardson, 2001).
3.1. subchapter describes the methodology and validity of the research that
is based on action research. The basic information concerning the methods of
data collection, analysis and conditions of their organization is provided. This
chapter provides characteristics of the applied methods of data processing and
analysis.
3.2. subchapter describes the process of research that was organized in
several stages, using survey and discussion groups. During the first stage the
participants were involved in five activities to identify their attitude towards
surrounding environment in social and ecosphere context. The second stage
entails the analysis of the most characteristic opinions, typical approaches and
understanding about the coherence of education with sustainable development
strategy and its features. Their conditions are as follows: finding in four
situations features of biotic value and abiotic attitude, agreeing upon the common
ones, assessing them and formulating the goal of correspondin g education.
During the second activity, participants characterise familiar kinds of action and
attitudes. Organization of the research is based on the experience that participants
easily accept and integrate in their individual frames of reference separate issues
of the study course content.
3.3. subchapter provides the research data analysis that have been
processed and analysed (Creswell, 1998) by means of qualitative data processing,
forming initial codes and setting forth categories, and quantitative data
processing, bringing out regularities. The collected data demonstrate participants'
opinions about the implementation of the principle of sustainability in education,
as well as solutions suggested by them for changes in education.
To extend the range of attitudes, joining of two cases - attitude among
species within one's own and other species — is shown in deep ecological shallow ecological range. In each case, the common and the particular values are
identified revealing the most characteristic comments that produce feature ranges
of the corresponding attitude and make it possible to identify the border between
phobia and philia directions.
In discussion groups, in the first activity the attention is paid to identifying
biotic environment values and abiotic environment features. The identified
features and values are related to the goals of education, stating the trends of the
implementation of education for sustainable development in the local cultural
context. Choice of the common biotic values and abiotic features demonstrates
the following: coincidence of the suggested features, dominance of majority
opinion, new values or features that more precisely reveal already existing
opinions or new category choice that is significant to everyone. The recognized
categories either preclude or facilitate the personality development and formation
and influence the individual's behavior and relations with the surrounding
environment. Formulating the aims of education, an expressed observance and
development of feelings, empathy, biotic attitude and psychological phenomena
related to it are to be stated. In the second activity, participants characterising the
base of values of the suggested models of action have set forward the basic
features of each model classified into 32 categories. From them, participant
experience and action (inquisitiveness, cognition) are the ones that are most often
chosen. In the identified frames of reference and their features, sustainability is
revealed in economic and social relations as comfort or discomfort. Locating the
models on the suggested scale (adapted from Vernadski's 'theory of the living
matter') that characterizes the ways participants relate to the surrounding world.
The comparison of the research produced in teacher education brings out
parallels in selecting similar research subjects, goals, methods and acquiring
similar results. Sustainability as the basic pedagogical principle is an answer to
the discordance of human activities with the conditions of co-evolution and need
to assess the compatibility of the intensity of human consciousness and action.
Chapter 4 Theoretical model and suggestions for the implementation of
the principle of sustainability in teacher education in Latvia provides the
interpretation of the research results - the generated theoretical model of the
principle of sustainability and suggestions for its the implementation in teacher
education.
4.1. subchapter proceeding from the research results and theoretical
literature analysis reveals the necessity to offer the principle of sustainability in
teacher education, offering criteria for its formation as well as its philosophical
basis, methodology, aims, and tasks that have been summarised in the following
figure (see Figure 2).
Figure 2. Structure of the theoretical model
The theoretical model makes it possible to actualize the existing experience,
form new frames of reference and construct new experience in diverse situations
taking into consideration the peculiarities of the local cultural environment and
stating the compatibility of culture, nature, welfare, and reflexive critical action.
Summarising the experience and data of theoretical and empirical research a
unified trend is revealed - bringing together anthropocentrism and ecocentrism
that changes the world perception of people and their life style. In this model the
achievement of the goal entails several stages that have been summarised in the
following figure (see Figure 3).
Figure 3. Stages of goal achievement
The suggested formation, implementation, and assessment criteria are
applicable both in the models used in specific study courses and the elaboration
and assessment of study programmes.
4.2. subchapter offers the comparison and analysis of data acquired in
research proceeding from the theoretical sources and other similar research. The
main criteria of result comparison are the content of the research (congruence and
compatibility with the existing theories and research) and, as a secondary
criterion that affirms external validity of the research is the coherence of research
methodology. This analysis affirms the external validity of the research.
4.3. subchapter using the results of theoretical source analysis, other
experience and research, offers suggestions that are compatible with the cultural
needs and the situation for the implementation of the principle of sustainability in
teacher education. The suggestions are offered to education policy makers (on the
institutional, local, and national scale), universities, researchers, and
practitioners; besides, ideas for future research are elaborated. All suggestions are
based on the abilities of higher education institutions to influence decision making processes on different levels in teacher education in Latgale region as
well as the implementation of the principle of sustainability on national scale.
CONCLUSIONS AND THESES ADVANCED FOR DEFENSE
Summarising the experience and data of theoretical and empirical research
the results of promotion paper are the theoretical model and suggestions of
implementation of the principle of sustainability in teacher education.
1.
Defining the notions sustainable development and education for sustainable
development, two approaches have been used: component and integrated
approach that influence the historical development of these notions and
tendencies in education. Sustainability as a pedagogical category provides
an answer to the incompatibility of human activities to the co -evolution
conditions and the need of assessing the compatibility of human
consciousness and intensity of action. In the context of sustainable
development, education facilitates the development of ecological and ethic
awareness, change of values and behaviour as well as i ntensifies the
societal participation in decision-making process. The principle of
sustainability is planning and implementing the future solutions of problem
issues, taking into account the interaction of the past experience and the
social, economic, and environmental contexts. Implementation of the
principle of sustainability in teacher education is revealed as a capability of
evaluating and developing the professional opinion, extending the aim of
education; besides, it facilitates the teachers' competence in the
implementation of education for sustainable development in school.
2.
The implementation of sustainability in teacher education entails four
trends of action: education and further education, assessment and
development, cooperation and exchange of experience, management, and
policy. In the contemporary situation, one of the suggestions is applying
action research in assessment of the existing experience that helps to reveal
the content of sustainability, evaluate the manifold experiences and their
impact on one's life and in the future context. Action research is the
process, which, proceeding from the diverse experience of its participants
in cooperation and reflection, generates and constructs new knowledge and
experience.
3.
The analysis of the data acquired in discussion groups and questionnaire
proves that the existing frames of reference of participants affect their
relations with the external environment experienced as comfort or
discomfort; it is possible to influence the life quality by means of one's
activities, attitude, values, and worldview, without making it an end in
itself. The participants revealed that, by constructing new knowledge, new
contexts are acquired that are compatible with the needs of society and
ecosphere and that help to realize the content of education and reach the
individual, societal, or ecological goal. In case of discrepancies, new frames
of reference are searched for that meet the need of the humanity of
belonging both to an ecosphere and society, thus revealing the possibilities
4.
5.
1.
2.
3.
of implementing sustainability as the basic pedagogical principle in teacher
education.
The result of the PhD thesis is a theoretical model that offers a possibility
for actualising the existing experience, formation of new frames of
reference and construction of new experience, taking into consideration the
peculiarities and values of the local cultural environment, stating the
compatibility of culture, nature, welfare, and reflexive critical action.
Summarising the theory, practical research experience, and research data
leads to the synthesis of anthropocentrism and eco-centrism, changing the
human world vision and reaching the aims of sustainable development.
All suggestions are based on the possibilities of higher education
institutions to influence decision-making processes in teacher education on
different levels in Latvia and the region of Latgale. Formulating the topics
for further research, greater attention should be paid to the experience of
IIA decade in Latvia evaluating the compatibility of diverse activities and
their congruence with the goals set for the decade.
Arguments for the defense:
The principle of sustainability is a future strategic planning and
implementation of problem questions considering the present experience
and integration of social, economical and environmental context. It should
be considered not only in social but also in ecosystem level of necessities,
and implies not only decision-making but also practical activities.
The principle of sustainability can be considered in formulation of aims,
their interpretation, organization of decision-making process, and
complementarity of different contexts. Its methodological background is
constituted by critical constructivism, holistic approach, action research,
assessment of existing experience, and construction of new frames of
reference. Action research as an approach implies complementarity of
individual and other participants' experience, the choice of multiple
solutions evaluating the future activity in the context of sustainable
development.
The implementation of the principle of sustainability in teacher education
can occur according to four directions: education and continuing education,
assessment and development, management and politics, cooperation and
experience exchange.
APPROBATION OF THE RESEARCH
In recent five years: more than 20 publications (including research
publications and international conference abstracts, teaching aids and methodical
materials, materials elaborated within projects, etc.)
MAJOR PUBLICATIONS
Articles in reviewed publications (included in the list of quotable
publications adopted by Latvian Council of Science):
In the process of preparation
Grabovska, R. (2006) Implementation of sustainability as a pedagogical category
in teacher education. Proceedings of 4. International JTET conference
" Education for Democracy as a Part of Education for Sustainable Development"
(31.05.-03.06.2006).
Published:
Grabovska, R. (2006) Sustainability as a pedagogical category and its perspective
in teacher education. "Education and Sustainable Development: First Steps
toward Changes." Volume 1, 2006, Proceedings of I. International collected
articles o flSSE. Daugavpils: Saule pp.211-223
Salite, L, Salitis, A., Klepere, R. & Kudins, V. (2004) Curriculum development
in teacher education towards sustainable education. Proceedings EMSU 2004
"Sustainable Development Education: Holistic and Integrative Educational and
Management Approaches for Ensuring Sustainable Societies", Monterrey:
EMSU, pp. 1.-14.
Kudiņš V. & Klepere R (2004) Toward sustainable education: balancing
teachers' attitudes and actions. JTET Volume 4, 2004, Daugavpils: Institute of
Sustainable Education, DU. pp. 36.-44. ISSN 1407-8724.
Salite, I. & Klepere, R. (2003) Biotism as a ground for the education of reflection
in teacher education. JTET Volume 3, 2003, Daugavpils: ISE, DU, pp. 44.-58.
ISSN 1407-8724.
Publications in international conference collections of articles and CDs:
Grabovska, R. & Kudiņš, V. (2005) Die Voraussetzungen fur die Enfiihrung
didaktisches Modells in der ganzheitlichen Bildung. Proceedings III
international JTET conference "Sustainable Development. Culture. Education.
Vechta: Vechta Universitat. S. 186.-198.
Kudiņš, V. & Klepere, R. (2004) The formation of attitudes in the context of
sustainable education. Proceedings II international JTET conference
"Sustainable Development. Culture. Education ". Tallina. pp. 261-21 A.
Salīte, I. & Klepere, R. (2003) Biotism as a ground for the evocation of reflection
in teacher education. Proceedings I international JTET conference "Sustainable
Development. Culture. Education". Daugavpils: DU. pp. 84.-103.
Salīte I., Salītis A. & Klepere R. (2002) Developing curriculum fo r teacher
education toward sustainability. Proceedings EMSU. Grahamstown: EMSU. pp.
405-421.
Belousa, I. & Klepere, R. (2001) Learning styles in pre-school education: a base
for children' spirituality and sustainable development. International Conference
"Child's Identity in Pre-School Age". Liepaja: LPA. pp.48-60.
PARTICIPATION IN INTERNATIONAL CONFERENCES
The author of the PhD thesis has participated in international conferences in
Latvia and abroad. In total reports, presentations in international conferences and
published abstracts:
2006. g. 3O.May — 3.Juni - participation in 4. International "Journal of Teacher
Education and Training" conference Helsinki University (Finland). Poster,
published article in CD: Grabovska R. (2006) Implementation of sustainability as
a pedagogical category in teacher education.
2005. 13.-17. September - participation in 9. CEEE "Environmental education
and sustainable development: from policy to practice" Klaipeda university
(Lithuania). Presentations, published abstract: Grabovska R. (2005) "Biotism a
content for reflective thinking in teacher education".
2005. g. 22.-24. May - participation in 3. International "Journal of Teacher
Education and Training" conference Vehta University (Germania). Presentations,
published article in CD: Grabovska, R. & Kudins, V. (2005) Die
Voraussetzungen fur die Enfuhrung didaktisches Modells in der ganzheitlichen
Bildung. Proceedings III international JTET conference "Sustainable
Development. Culture. Education". Vechta S. 186-198.
2004. g. 9.—11. June - participation in international EMSU conference
(Monterrey, Mexico), Presentations, published article in CD: Salite, I., Salitis, A.,
Klepere, R. & Kudiņš, V. (2004) Curriculum development in teacher education
towards sustainable education. Proceedings EMSU 2004 "Sustainable
Development Education: Holistic and Integrative Educational and Management
Approaches for Ensuring Sustainable Societies". Monterrey: EMSU, pp. 1.-14.
2004. g. 24.-28. April - presentation in 28. PCC (Pacific Circle Consortium in
education research) conference in Hong Kong (China). Published abstract: Salite,
I., Salītis, A., Klepere, R. & Kudinsh, V. (2004) Curriculum development in
teacher education towards sustainable education. Proceedings international
conference Hong Kong.
2004. g. 14.-16. April participation in // international "Journal of Teacher
Education and Training" conference Tallinn (Estonia). Presentations, published
article in CD: Kudiņš, V. & Klepere, R. (2004) The formation of attitudes in the
context of sustainable education. Proceedings II international JTET conference
"Sustainable Development. Culture. Education ". Tallina. pp. 267-274.
2003. g. 11.—12. December - participation in international conference
"Lithuanian Higher Education: Diagnoses And Prognoses " Kaunas (Lithuania).
Presentations, published abstract: Klepere, R. (2003) Current tendencies of
teaching nature science in teacher education programs: orientation towards
sustainability.
2003. g. 11.-14. May - participation in 1. International "Journal of Teacher
Education and Training" conference in Daugavpils University. Presentations,
published article in CD: Salīte, I. & Klepere, R. (2003) Biotism as a Ground for
the Evocation of Reflection in Teacher Education. Proceedings 1 international
JTET conference "Sustainable Development. Culture. Education ", Daugavpils:
DU. pp. 84-103.
2002. g. 10.-14. September - participation in international EMSU conference
Grahamstown (DAR). Presentations, published article in CD: Salīte I., Salītis A.
& Klepere R. (2002) Developing curriculum for teacher education toward
sustainability. Proceedings EMSU. Grahamstown: EMSU. pp. 405-421.
2002. g. May - participation in international conference "Person. Culture. Nature.
Art." Daugavpils University. Presentations, published abstract: Klepere, R.
(2002) Sustainable development and its' implementation through education.
Daugavpils: DU, pp.26.-27.
2002. g. January - participation in international virtual conference "Exploring
and Expanding The Great Work", organized of The Institute for Educational
Studies/Earth TIES http://www.earthties.org/tgw
The PhD thesis has been approbated within study courses:
Professional study programs "Preschool Teacher" and "Primary School
Teacher" as study courses "Project elaboration and management", "Natural
sciences and their teaching methods", "Familiarization of children with
nature", "Environmental education", "Education for sustainable
development";
Master's study program "Pedagogy" as study courses "Philosophy of
education: Education for sustainable development" and "Holistic pedagogy:
Environmental education".
Participation in projects:
-
International projects
University cooperation network Environmental Management for
Sustainable Universities (EMSU);
Baltic University Program project "Education for Change - Education for
Sustainable Development with Focus on Local Collaboration " (financed by
SOCRATES, 2005-2007) Latvia working group;
UNESCO / UNITWIN project "Reorienting Teacher Education to Address
Sustainability" (2001-2004) DU working group.
Participation in Latvian Council of Science (LCS) and other natio nal
research projects:
Ministry of Education and Science project "Problems and Perspectives of
Education for Sustainable Development Initiating UNO Decade from 2005
to 2014" (2005);
Research project No. 011915 financed by LCS "Model of Sustainable
Development in a Holistic Perspective" (2005);
Research project No. 0347 financed by LCS "Reorientation of Teacher
Education towards Sustainable Development Strategy in Latvia" (2001—
2004).