Judith Möllers, Theresa Bäuml and Thomas Dufhues
Ethical consumption is on the rise amidst concerns about the environmental and health impacts of industrial agriculture. In light of increasingly complex food choices, alternative…
Abstract
Purpose
Ethical consumption is on the rise amidst concerns about the environmental and health impacts of industrial agriculture. In light of increasingly complex food choices, alternative food networks have emerged. However, their success depends on a deeper understanding of the product attributes that guide (ethical) consumer decisions. This study focuses on the preferences of consumers when choosing and buying fresh vegetables in Romania.
Design/methodology/approach
This study employs a discrete choice experiment to determine how consumers make trade-offs across a set of product attributes, such as local origin and production method.
Findings
The study analysis sheds light on the importance of food attributes relevant to ethical consumers. The main barrier to making an ethically driven choice is convenience. While local production remains of lower importance than the production method, the authors show that the Romanian consumers surveyed strongly prefer non-certified “traditional” vegetables over certified organic products.
Originality/value
This study is pioneering with a state-of-the-art discrete choice setting looking at a set of product attributes that reflect the demand of ethical consumers in an understudied transitional context. The authors go beyond the current debate on the trade-off between organic vs local food labels by introducing traditional small-scale production as a separate attribute level. The food attribute preferences of different consumer segments and a market simulation offer relevant insights how to market fresh vegetables to health- and environmentally-conscious urban people.
Details
Keywords
Deborah Lynn Morowski and Theresa M. McCormick
During field experiences, preservice teachers often are asked plan and teach a lesson and then to reflect on their teaching. The purpose of this paper is to examine the guided…
Abstract
Purpose
During field experiences, preservice teachers often are asked plan and teach a lesson and then to reflect on their teaching. The purpose of this paper is to examine the guided reflections of 66 preservice teachers after they planned and implemented a primary source-based lesson in an elementary classroom. The project occurred during the preservice teachers’ enrollment in a social studies methods course.
Design/methodology/approach
This qualitative study utilized a fieldwork approach as the methodological framework. This approach provided data that allowed the researchers to develop a deeper understanding of the preservice teachers’ experiences. Data were analyzed using Bogdan and Biklen’s (1998) content unit of analysis. Descriptive and interpretive coding schemes were used to analyze data using a priori categories of successes and challenges.
Findings
The preservice teachers were able to engage in technical and practical reflection, considering strategies used in the classroom and their effects on student learning, but they were unable to reflect at the critical level, thinking about moral and ethical decisions. The themes and subthemes that many of the preservice teachers identified as successes, others identified as challenges.
Originality/value
This study highlights the importance of preservice teachers engaging with primary sources, as well as with frequent, meaningful, and ongoing field experiences. Teacher educators need to provide multiple opportunities for teacher candidates to reflect broadly and deeply on their teaching practice and student learning. Additional research needs to be conducted to assess the impact of preservice teachers use of primary sources in the elementary classroom.