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AuthorBruder, Jennifer
AuthorHamwy, Noor
AuthorSellami, Abdellatif
AuthorRomanowski, Michael H.
Available date2024-04-23T07:08:35Z
Publication Date2023-01-01
Publication NameGlobalisation, Societies and Education
Identifierhttp://dx.doi.org/10.1080/14767724.2023.2262404
CitationBruder, J., Hamwy, N., Sellami, A., & Romanowski, M. H. (2023). Examining Qatar’s private and public-school teachers’ readiness for teaching about sustainability. Globalisation, Societies and Education, 1-17.‏
ISSN14767724
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85174222785&origin=inward
URIhttp://hdl.handle.net/10576/54104
AbstractUnderstanding teacher readiness for Sustainable Development Goal (SDG) instruction is crucial. This study investigated Qatar’s preparatory and secondary public and private school teachers’ perceived readiness to teach Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) across three dimensions: alignment, capabilities and engagement. Although all teachers surveyed (N = 965) self-reported high readiness rates (∼80%), important differences emerged between private and public school teachers. Private school teachers reported more alignment, enhanced capabilities and increased engagement with ESD/GCED than public school teachers. GCED themes were taught more frequently than ESD themes for both school systems. Detailed discussion regarding these results is provided.
Languageen
PublisherRoutledge
SubjectEducation for sustainable development
global citizenship education
public and private schools
Qatar
readiness
teachers
TitleExamining Qatar’s private and public-school teachers’ readiness for teaching about sustainability
TypeArticle
Pagination1-17
dc.accessType Abstract Only


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