An Analysis of Transformation of Teaching and Learning of Japanese Schools That Significantly Addressed Education for Sustainable Development

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Autor/in	Ichinose, Tomonori
Titel	An Analysis of Transformation of Teaching and Learning of Japanese Schools That Significantly Addressed Education for Sustainable Development
Quelle	In: Journal of Teacher Education for Sustainability, 19 (2017) 2, S.36-50 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1691-4147
Schlagwörter	Teaching Methods; Learning Processes; Critical Thinking; Participative Decision Making; Sustainable Development; Curriculum Development; Student Role; Elementary School Students; Secondary School Students; Foreign Countries; Interdisciplinary Approach; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Comparative Education; Local Issues; Environmental Education; Student Centered Learning; School Community Relationship; Teacher Role; Change Agents; Conservation (Environment); Teacher Student Relationship; Instructional Design; Japan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kritisches Denken; Nachhaltige Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sekundarschüler; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Vergleichende Erziehungswissenschaft; Umweltbildung; Umwelterziehung; Umweltpädagogik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerrolle; Conservation; Environment; Konservierung; Bewahung; Umwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Education for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, students' awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan. (As Provided).
Anmerkungen	UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail: unescochair@du.lv; Web site: http://www.du.lv
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01