Exploring What University Teachers Think about Education "for" Sustainability

Autor/inn/en	Shephard, Kerry; Furnari, Mary
Titel	Exploring What University Teachers Think about Education "for" Sustainability
Quelle	In: Studies in Higher Education, 38 (2013) 10, S.1577-1590 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.644784
Schlagwörter	Foreign Countries; Universities; Teacher Attitudes; Q Methodology; Higher Education; Environmental Education; Sustainable Development; College Faculty; Measures (Individuals); Academic Freedom; Factor Analysis; Role of Education; Teacher Responsibility; Interdisciplinary Approach; New Zealand + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Fakultät; Messdaten; Akademische Freiheit; Faktorenanalyse; Bildungsauftrag; Lehrverpflichtung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Neuseeland
Abstract	The higher education literature reveals the highly subjective nature of thinking about the roles of higher education and its teachers with respect to "education for sustainability". We used Q methodology to help to clarify and categorise commonly held viewpoints about this complex issue held by teachers in one university in New Zealand. We developed 50 statements about the issue and asked 43 participants to rank them and to record their responses to written questions. Our analysis confirms four significantly and qualitatively different viewpoints, one of which advocates for sustainability and for education for sustainability. The other three viewpoints do not, and each has distinct characteristics that prevent those who own them from using their position within the university to encourage students to act sustainably. Our article interprets these viewpoints and discusses their implications to higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10