Construction of Language Teachers’ Professional Competence in Education for Sustainable Development in Higher Education for Post-pandemic Era
DOI:
https://doi.org/10.17507/jltr.1202.12Keywords:
professional competence, education for sustainable development, higher education, professional development, language teacher, post-pandemic eraAbstract
Education for sustainable development is essentially a value education. It is an educational process that aims at the value recognition, perception, practice and sustainable value tendency of sustainable development. Language teachers’ competences for sustainable development education is a professional ability manifested in sustainable development education activities based on their recognition of relevant concepts and willingness to practice sustainable values in their personal lives and educational activities in higher education. The connotation, pedagogic goals and characteristics of sustainability education constitute the foundation of language teachers’ professional competences in education for sustainable development, which fall into three major categories of professional knowledge, professional skills and professional attitude.
References
Barth, M., & Rieckmann, M. (2012). Academic staff development as a catalyst for curriculum change towards education for sustainable development: An output perspective. Journal of Cleaner Production, 26, 28-36.
Besong, F., & Holldan, C. (2015). The dispositions, abilities and behaviors framework for profiling learners’ sustainability competencies in higher education. Journal of Teacher Education for Sustainability, 17(1), 5-22.
Biasutti, M., & Frate, S. (2017). A validity and reliability study of the attitudes toward sustainable development scale. Environmental Education Research, 23(1-2), 214-230.
Biasutti, M., Makrakis, V., Concina, E., & Frate, S. (2017). Educating academic staff to reorient curricula in ESD. International Journal of Sustainability in Higher Education, 19(1), 179-196.
Filho, W. L. (2015). Education for sustainable development in higher education: Reviewing needs. In Leal Filho, W.L. (Ed.), Transformative approaches to sustainable development at universities. Switzerland: Springer.
Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over Covid-19. Frontiers in Psychology, 11(6), 1-14.
Longhurst, J. (2014). Education for sustainable development: Guidance for UK higher education providers. Gloucester, UK: The Quality Assurance Agency for Higher Education.
Mcnaughton, M. J. (2012). Implementing education for sustainable development in schools: Learning from teachers' reflections. Environmental Education Research, 18(6), 765-782.
Michalos, A. C., Creech, H., Mcdonald, C., & Kahlke, P. M. H. (2011). Knowledge, attitudes and behaviours. Concerning education for sustainable development: Two exploratory studies. Social Indicators Research, 100(3), 391-413.
Minguet, A.P., Martinez-Agut, M.P., Palacios, B., Pinero, A., & Ull, M.A. (2011). Introducing sustainability into university curricula: An indicator and baseline survey of the views of university teachers at the University of Valencia. Environmental Education Research, 17(2), 145–166.
Natkin, L. W., & Kolbe, T. (2016). Enhancing sustainability curricula through faculty learning communities. International Journal of Sustainability in Higher Education, 17(4), 540-558.
Olsson, D., Gericke, N., & Rundgren, S. N. C. (2016). The effect of implementation of education for sustainable development in Swedish compulsory schools: Assessing pupils' sustainability consciousness. Environmental Education Research, 22(2), 176-202.
Pompeii, B., Chiu, Y. W., Neill, D., Braun, D., Fiegel, G., Oulton, R., & Singh, K. (2019). Identifying and overcoming barriers to integrating sustainability across the curriculum at a teaching-oriented university. Sustainability, 11(9), 2652.
Scoullos, M., Vicky, M., Paula, L., & Sinikka, S. (2017). Learning for and about sustainability in higher education: A regional perspective based on experiences from the Baltic and the Mediterranean. International Journal of Sustainability in Higher Education, 18(6), 877-893.
Tilbury, D. (2011). Education for sustainable development: An expert review of processes and learning. Paris: UNESCO.
UN, United Nations. (2002). Report of the World Summit on Sustainable Development, Johannesburg. Available at: http://www.johannesburgsummit.org/html/documents/ummit-docs/13102_wssd_report_reissued.pdf. Accessed 20 October 2020.
United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2014). UNESCO roadmap for implementing the Global Action Programme on Education for Sustainable Development. France: UNESCO.
Wals, A. E. J., Meng Yuan, J., & Mukute, M. (2014). Social learning-oriented ESD: Meanings, challenges, practices and prospects for the post-DESD era. Paris: UNESCO.
Xi, J. P. (2017, January 20). Jointly build a community with a Shared future for mankind: A speech at Geneva headquarter of UN. China Daily. p. 2.
Zhang, X. Y. (2019). Construction of teachers’ educational ability for sustainable development. Journal of Beijing Institute of Education, 33(3), 41-47.
Zhu, X. D. (2017). Teachers’ role in new era. People Education, 17(3), 14-16.
