Özlem Canaran and İlknur Bayram
This study makes an enquiry of the existing sustainable development goals (SDGs) knowledge of English language teacher trainers (ELTTs), who remain an overlooked stakeholder in…
Abstract
Purpose
This study makes an enquiry of the existing sustainable development goals (SDGs) knowledge of English language teacher trainers (ELTTs), who remain an overlooked stakeholder in education for sustainable development. Despite the literature on SDG integration into traditional teacher education curriculum, how massive open online courses (MOOCs) can help with capacity building of ELTTs is unclear. This study aims to further explore how the knowledge and capacities of ELTTs on SDGs could be promoted through MOOCs.
Design/methodology/approach
For the study’s action research approach, data of 28 ELTTs from higher education institutions in Ankara, Türkiye, were collected for six weeks using a survey, reflective reports and focus group interviews.
Findings
ELTTs with no previous training experience have a partially fragmented understanding of SDGs. MOOCs proved to be highly practical and cost-effective in building ELTTs’ capacity for building knowledge of and improving motivation to address SDGs in training programs. Further findings are drawn from ELTTs’ reflections on the lack of pedagogical content knowledge and collegial interactions in MOOCs.
Originality/value
There is little to no literature on ELTTs’ existing knowledge of SDGs and whether MOOCs can be used for their capacity building to achieve SDGs. The present findings may encourage higher education institutions to launch professional development programs that will equip ELTTs with the competencies to apply education for sustainable development in in-service English language teaching and teacher training programs.
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Leyla Yılmaz Fındık, İlknur Bayram and Özlem Canaran
The purpose of this paper is to explore how sustainable development (SD) is conceptualized by pre-service English language teachers in Turkey and design a specialized course…
Abstract
Purpose
The purpose of this paper is to explore how sustainable development (SD) is conceptualized by pre-service English language teachers in Turkey and design a specialized course syllabus on SD in English language teaching (ELT) in the light of the research findings.
Design/methodology/approach
The study used a mixed-methods sequential explanatory study design and investigated the case of a state university in Turkey with the involvement of 133 pre-service English language teachers.
Findings
The findings indicated that most pre-service English language teachers received no training or a course on SD in their whole education life and tended to associate SD mostly with the economic growth of a country, followed by education, social and ecological concepts. It was also found that the majority of the participants had a unidimensional view of SD. No direct links with ELT have been detected from participants’ responses. The findings also pointed to the eagerness of the participants to receive an ELT-specific course on SD providing that the course involves interactive teaching and learning activities with reference to contemporary sources focusing on global and local issues, as well as studying the methods facilitating the incorporation of such issues into teaching practice.
Research limitations/implications
This research is based on the experience of one Turkish university with limited quantitative and qualitative data.
Practical implications
Based on the participants’ knowledge, views and suggestions, this paper contributes to the existing literature by providing empirical evidence obtained from a local context and suggests a practical framework for a field-specific course syllabus aiming to enhance teacher candidates’ knowledge, skills and values related to SD and its incorporation into ELT.
Originality/value
To the best of the authors’ knowledge, this is the first study seeking to explore pre-service ELT teachers’ conceptualization of SD in Turkish higher education, and drawing on the research findings, the authors attempted to design a course syllabus targeted at pre-service teachers in ELT departments.
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Michèle Favorite, Silvia Carnini Pulino, Karen Cripps, Pariyarath Sangeetha Thondre, Jo Feehily, Ilknur Bayram, Özlem Canaran, Xinwu He, Tim Doheny Adams, Ulrike Ehgartner, James Stockdale, Matt Hopley and Xenia K. Morin
The final chapter of this book captures a diverse range of case studies across teaching and learning and campus stewardship. The five case studies presented here add illustrative…
Abstract
The final chapter of this book captures a diverse range of case studies across teaching and learning and campus stewardship. The five case studies presented here add illustrative insights of global actions, following on from the four case studies presented within previous chapters. These contributions provide compelling and practical insights into how Higher Education Institutions (HEIs) are broadly addressing SDG2 through student competitions in the first section, and curriculum approaches in subject areas in which ‘food’ and ‘hunger’ might not be expected in the second section. The final section of cases further explores HEIs’ approaches to food security through both a curriculum lens and a student-led campus project. It is a fitting way to close the book since the cases collectively illustrate the potential contribution that any student and/or educator might make to raising awareness of and action towards achieving zero hunger and SDG2.