Suchergebnisse

Purpose
This study aims to asses students' sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan.


Design/methodology/approach
A survey technique was used to collect data from respondents. Grasha's (1996) Teaching Styles Inventory and Gericke et al.'s (2019) Sustainability Consciousness Questionnaire were used to collect data pertinent to teachers' teaching styles and students' SC, respectively. This study's population was 1,986 students studying in seven educational institutions. A sample of 993 students was selected for the study. Out of the 993 questionnaires distributed, only 753 respondents returned the questionnaire completely filled, resulting in a response rate of 75.83%. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.


Findings
The results show that students' mean scores on environmental and social dimensions were higher compared with the economic dimension. Similarly, students' scores were relatively higher on the knowledge and attitude dimension while lower on the behavior dimension. Moreover, the expert and formal authority teaching styles were the most prevalent teaching styles. Furthermore, SEM results show that various teaching styles affected students' knowledge and attitude; however, only the delegator teaching style affects all three dimensions of SC.


Research limitations/implications
This research has implications for educational institutions and policymakers to ensure dedicated efforts to promote and integrate education for sustainable development into the educational system and achieve sustainability goals by 2030.


Practical implications
The study findings will help future teachers to effectively integrate sustainability education into their classrooms.


Originality/value
This research expands the discussion on the effectiveness of various teaching styles on SC in teacher education programs.

The current study investigates the student-teachers' sustainability consciousness in the Pakistan context. For this purpose, public sector universities in Rawalpindi and Islamabad region offering four years undergraduate teacher-education programs were selected. The population of the current study were all the 1259 student-teachers studying in these public sector universities. A total population sampling technique was utilized due to the limited number of student-teachers in these universities. Data were collected from 753 student-teachers on the sustainability consciousness questionnaire developed by Gericke et al. (2019). An independent sample t-test and one-way ANOVA were utilized to ascertain any difference in student-teachers' sustainability consciousness based on their gender and semester of study. The results suggest that there was a significant difference in student-teachers environmental and social consciousness. However, no difference was found in the economic consciousness among the student-teachers.

The study analyzed practitioners' perceptions about professional learning practices at higher secondary level in public and private sector. The components of professional learning practices were teaching learning process, students' development, teachers' professional relationship and service, institutional development and personal and professional growth. The objectives of this paper focused on checking practitioners' insights regarding above given components. The sample of the study were 633 practitioners. Major findings were that there was no major difference in perceptions of both sector teachers about teaching learning and students' development. The practitioners of private schools showed more interest in professional relationship, institutional development, personal and professional growth. It is recommended that institutional administration may make it mandatory for practitioners to prepare professional teaching portfolio and may design professional development courses about building their competency in classroom management. The administration of public schools may plan professional learning communities and knowledge sharing societies through launching collaborative campaigns.