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1

Inspiring Teachers for Energy Education: An Illustrative Case Study in the Latvian Context

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Pipere A., Grabovska R., Jonāne L.
Journal of Teacher Education for Sustainability
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2010
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vol. 12
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issue 1
37-50
EN
Energy education has become a priority in light of the aims and tasks of the second half of UNESCO Decade of Education for Sustainable Development. This paper focuses on the case of inspiring teachers for energy education in the Latvian context, implemented within the COMENIUS project Inspire School Education by Non-formal Learning. The structure and content aspects of the in-service teacher training course are provided after the introduction to the theme. The methodological approach used in this study is integration of illustrative case study with the elements of programme implementation and programme effects case study. The data were collected by survey, focus group and questionnaire to obtain the teachers' feedback on the training course, its materials and to receive the teachers' self-evaluation on the implementation of the lesson units at their schools. It was concluded that the course had been very successful both from the point of view of the teachers and the course leaders. The described case study could serve as an example for those who would be interested in the design and implementation of similar courses in other contexts and circumstances.
2

Developing Research in Teacher Education for Sustainability: UN DESD via the Journal of Teacher Education for Sustainability

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Pipere A., Veisson M., Salīte I.
Journal of Teacher Education for Sustainability
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2015
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vol. 17
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issue 2
5-43
EN
This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research (BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the Journal of Teacher Education for Sustainability (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005ñ2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.
3

Perceptions of Research in Education for Sustainable Development: An International Perspective

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Pipere A., Reunamo J., Jones M.
Discourse and Communication for Sustainable Education
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2010
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vol. 1
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issue 2
5-24
EN
This paper reports on a study undertaken to investigate international perspectives of what constitutes research in education for sustainable development (ESD). By employing inductive thematic content analysis, the authors sought to examine the perceptions of 66 ESD researchers from 19 countries. The findings reveal a concern with the methodological aspects of research and an emergent need for synergy between the methodology of educational research and specific themes relevant to ESD research. The significant overlap of themes and aspects of ESD research apparent across the different contexts within which the researchers were embedded indicates a unified core of ESD research, although there is also evidence of contextual factors influencing the research agenda. Based on the findings of this study, the paper concludes that there is an overlap between educational research and ESD research, but that the latter has its own specific aims, themes and political supporters. In an endeavour to develop a shared understanding about ESD research across disciplines and research context, a common language has to be developed to facilitate a constructive dialogue and research capacity building in this novel field.
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