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AuthorChaaban, Youmen
AuthorDu, Xiangyun
AuthorLundberg, Adrian
AuthorAbu-Tineh, Abdullah
Available date2023-05-08T18:45:53Z
Publication Date2023-02-01
Publication NameSustainability (Switzerland)
Identifierhttp://dx.doi.org/10.3390/su15031787
CitationChaaban, Y.; Du, X.; Lundberg, A.; Abu-Tineh, A. Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research. Sustainability 2023, 15, 1787. https://doi.org/10.3390/su15031787
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85148008932&origin=inward
URIhttp://hdl.handle.net/10576/42364
AbstractTeachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed.
SponsorThis research was funded by QATAR NATIONAL RESEARCH FUND, grant number NPRP13S-0209-200319.
Languageen
PublisherMDPI
Subjectcompetencies
complexity theory
ESD
pre-service teachers
Q methodology
Qatar
SDG
TitleEducation Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research
TypeArticle
Issue Number3
Volume Number15
ESSN2071-1050
dc.accessType Open Access


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