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1

Teachers as Researchers: Bringing Teachers' Voice to the Educational Landscape

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Iliško D., Ignatjeva S., Mičule I.
Journal of Teacher Education for Sustainability
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2010
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vol. 12
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issue 1
51-65
EN
There are a number of studies addressing the possible benefits of teachers being engaged in research, but there is little research that explores what teachers themselves think about their role as researchers and how they evaluate themselves as researchers. The aim of this study is to present a small scale investigation into teachersí self-perception of doing research in mainstream schools. By doing research, teachers express their voice; teachers' voice is an expression of their frames of reference. This is also a way of making their perspective public. In Latvia, teachers do not have an active voice in the educational theory and research. This research indicates that research initiated by teachers provides a framework for strengthening teachers' voice. The research data present an analysis of teachers' self-evaluation of their research competency, ability to organize their own research activity and that of their children. The study highlights the factors that determine teachers' willingness to engage in doing research, as well as their expertise to organize and motivate children's research. The data from group interviews and questionnaires show a genuine degree of agreement on a number of main issues, such as teachers' motivation in doing research, their expertise to motivate children in doing their research, as well as teachers' openness to creative and imaginative insights brought about by the primary school children in their research projects. This study highlights several significant correlations between teachers' ability to carry out their own research and their ability to engage children in a meaningful research.
2

Teacher-Carried Research as a Tool for Teachers' Professional Growth

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Iliško D., Ignatjeva S., Mičule I.
Journal of Teacher Education for Sustainability
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2011
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vol. 13
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issue 2
87-103
EN
Inquiry among the schoolteachers' needs to be embedded, cultivated, sustained and nurtured as a tool for a better understanding of the processes in the education and for fostering teachers' ongoing professional growth. This study explores teachers' self-evaluation of their competency to conduct research and to incorporate it in the classroom. Both qualitative and quantitative research methods were employed to seek answers about teachers' engagement with research and to explore the factors of resistance for carrying out research in the classroom setting. This study also dwells upon some mechanisms that lead teachers to carry out research. The focus group interviews which were conducted reflect on the factors that encourage teachers to become more involved in the research and point to the advantages they perceive as emanating from the research. The qualitative part of inquiry reflects teachers' narrative ways of construction and reconstruction of their personal and professional knowledge. The authors discuss the processes that foster teachers to move from the fragmentary use of research strategies to the ability to live in the inquiry, practice new behaviours in the classroom, unlearn the old ones, reflect in action and stay open to a range of new initiatives.
3

Educational Action Research to Generate Ecological Wisdom of Insight for Inclusion and Sustainability

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Gedžūne I., Gedžūne G., Skrinda A., Mičule I.
Discourse and Communication for Sustainable Education
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2011
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vol. 2
5-31
EN
This study relates the experience of educational action research with pre-service teachers aimed at exploring their views on ecological identity, which is considered the basis for a person's life activity, and its orientation towards inclusion in or exclusion from the global community of life. Through gradual opening of communicative space and participation in critical discourse, research participants became involved in the cycles of reflection on their experiences of interaction with the social and natural world to reveal the features of individual and collective ecological identity that they consider most characteristic for themselves and their community. The present study describes how, through exploration of ecological identity which was found to have four dimensions (cognitive, affective, axiological and conative) as well as a clearly perceived orientation towards apprehended belonging to the community of life and its support system, the participants of educational action research engaged in the process of generating ecological wisdom of insight for sustainability (person's inclusion in the living world based on inclusive interrelations with the global community of life and its support system). We argue that it is a wisdom that pre-service teachers need so as to be able to help their pupils become responsible members of the community of life and actors of change for a sustainable future.
4

Envisioning the Future: Bachelor’s and Master’s Degree Students’ Perspectives

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Iliško D., Skrinda A., Mičule I.
Journal of Teacher Education for Sustainability
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2014
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vol. 16
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issue 2
88-102
EN
Education is a future-facing activity. Therefore, universities need to engage students in building alternative and preferable future scenarios and reveal features of unsustainability, as well as open spaces for students to participate in discussions and negotiate new meanings. This paper reveals the future visions bachelor’s and master’s degree students from one of the regional universities in eastern Latvia have of education and focuses on a sustainability analysis (sustainable and unsustainable) of societal aspects and education. The authors conclude that thinking about preferred futures make students more aware of the positive changes that could be made and their personal responsibility to contribute to these changes. In this connection, the need to take a broad, integrated and holistic view of the future and its social and personal significance is of utmost importance.
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