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Examining Qatar’s private and public-school teachers’ readiness for teaching about sustainability

المؤلفBruder, Jennifer
المؤلفHamwy, Noor
المؤلفSellami, Abdellatif
المؤلفRomanowski, Michael H.
تاريخ الإتاحة2024-04-23T07:08:35Z
تاريخ النشر2023-01-01
اسم المنشورGlobalisation, Societies and Education
المعرّفhttp://dx.doi.org/10.1080/14767724.2023.2262404
الاقتباسBruder, 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.‏
الرقم المعياري الدولي للكتاب14767724
معرّف المصادر الموحدhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85174222785&origin=inward
معرّف المصادر الموحدhttp://hdl.handle.net/10576/54104
الملخصUnderstanding 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.
اللغةen
الناشرRoutledge
الموضوعEducation for sustainable development
global citizenship education
public and private schools
Qatar
readiness
teachers
العنوانExamining Qatar’s private and public-school teachers’ readiness for teaching about sustainability
النوعArticle
الصفحات1-17


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