Th. Haug, P. Magnani, B. Bressel, H.‐J. Grapentin and H. Meyer
Today modern epoxy base materials for printed circuit board production are designed with properties which ensure high dimensional stability, resistance to chemical action, and…
Abstract
Today modern epoxy base materials for printed circuit board production are designed with properties which ensure high dimensional stability, resistance to chemical action, and increased glass transition temperature, in order to meet the stringent demands now encountered in electronics use. Polyfunctional epoxy resins and the appropriate hardener/accelerator compositions are in widespread, effective use in the design of superior laminates. The quality of the through‐hole plating for holes drilled in these improved materials will depend on various parameters, including those covered by three main complexes: base material, mechanical processing, and chemical processes used for treatment of the drilled hole. Special attention is paid in this paper to the resin recession phenomenon in terms of processing parameters.
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.
Details
Keywords
Ingrid Hemmer, Christoph Koch and Anna Peitz
This paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers’ professional competence and whether it has the…
Abstract
Purpose
This paper aims to analyze the extent to which education for sustainable development (ESD) training enhances university teachers’ professional competence and whether it has the same effect in the digital as in the face-to-face format.
Design/methodology/approach
A training concept was developed based on the professional action competence model. Between 2018 and 2021, 19 training sessions were conducted with 183 university teachers: ten in face-to-face sessions and nine in the digital format. Questionnaires were administered before and after the training to determine its impact.
Findings
Overall, the training proved to be effective. There was a significant increase in professional knowledge and self-efficacy after the training, but there was no change in motivation. The face-to-face and digital formats proved to be equally effective.
Research limitations/implications
The long-term effect of the training could not be determined.
Practical implications
There should be regular ESD training and coaching for university teachers.
Originality/value
There has been little research on the effectiveness of ESD teacher training, and no comparison between the face-to-face and digital approaches exists. It has been possible to train a relatively large number of university teachers from a wide range of subject areas, about two-thirds of whom have had no previous ESD experience.