Effect of a Toolkit and a One-Day Teacher Education Workshop on ESD Teaching Content and Methods—A Study from Kosovo

Mimoza Spahiu,Petra Lindemann-Matthies

doi:10.3390/su7078051

Abstract

Environmental education in Kosovo is currently under reform. The new strategy for sustainable development demands a strong focus on education for sustainability in schools. However, a lack of teacher education might impede new approaches in the classroom. This study investigated how teachers in Kosovo approach locally-relevant environmental issues in the classroom before and after a one-day in-service workshop on teaching approaches related to education for sustainable development (ESD). Data were gathered in nine classes with a systematic observation scheme and processed using Flanders’ interaction analysis categories system. During the workshop, a specially designed toolkit was introduced to the participants (nine biology teachers from the upper secondary level). The toolkit included teaching approaches suitable for ESD and focused on air and water pollution, waste management, energy saving, and the conservation of biodiversity. Before the workshop, teacher-talk occupied more than 90% of a typical 45-min lesson, and instructions were frontal and directive. After the workshop, pupil-talk strongly increased (up to 88%), and pupils were actively engaged in activities suitable for ESD. Supportive training can thus help teachers to improve their instructional practices. However, only those teachers who had reported support from head teachers and colleagues were still frequently using the toolkit after one year.

Highlights

Introduction and questionnaire investigationIntroduction and poster drawing on clean water
This study investigates how high school teachers in Kosovo approach environmental issues in the classroom before and after a one-day preparatory workshop on new teaching approaches related to education for sustainable development (ESD)
In Spring 2012, ten high school teachers were selected from a pool of teachers who had already expressed an interest to participate in further studies when filling in a questionnaire [3]

Summary

Introduction

Introduction and poster drawing on clean water. Classroom interactions were highly dominated by teacher-talk. Teachers were standing in front of the class during lesson hours (none of the teachers observed were sitting), lecturing to pupils. They were providing their pupils with mere facts and did in no case express own ideas. Combining the observed lesson hours, teachers talked about 90% of the time; about 40 out of 45-min. Pupils talked only when addressed by their teacher; about five out of 45 min. Teachers did not encourage pupils to express feelings, and pupils did not do so, or to develop own ideas or suggestions

Methods

Results

Conclusion