Title
Razvoj eko-pedagoških kompetencija nastavnih kadrova u obrazovanju za zaštitu životne sredine
Creator
Đurović, Ljiljana M. 1975-
Copyright date
2016
Object Links
Select license
Autorstvo-Nekomercijalno-Bez prerade 3.0 Srbija (CC BY-NC-ND 3.0)
License description
Dozvoljavate samo preuzimanje i distribuciju dela, ako/dok se pravilno naznačava ime autora, bez ikakvih promena dela i bez prava komercijalnog korišćenja dela. Ova licenca je najstroža CC licenca. Osnovni opis Licence: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/deed.sr_LATN. Sadržaj ugovora u celini: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/legalcode.sr-Latn
Language
Serbian
Cobiss-ID
Theses Type
Doktorska disertacija
description
Datum odbrane: 01.03.2017.
Other responsibilities
mentor
Nikolić, Vesna
član komisije
Miltojević, Vesna 1960-
član komisije
Andevski, Milica 1959-
Academic Expertise
Društveno-humanističke nauke
University
Univerzitet u Nišu
Faculty
Fakultet zaštite na radu
Group
Katedra za kvalitet radne i životne sredine
Alternative title
Development of eco-pedagogical competencies of teaching staff in education of environment protection.
Publisher
[Lj. М. Đurović]
Format
202 lista
description
Socio- humanistic sciences in the protection of working and living environment
Abstract (en)
The development of modern society has brought prosperity to mankind, but also many problems, of which the most complex is environmental degradation. The causes must be sought in the man himself and his consumer needs. All available resources (industrial, technical, technological, scientific, educational ...) are directed into the fight for progress and winning a comfortable life. It is undisputable that the man has done it, but, unfortunately, at the expense of nature and the quality of the environment. During the last few decades, mankind has been looking for ecologically acceptable solutions. Sustainable development and the ecologization of the educational system are considered to be the necessary assumption of a sustainable future.
Since the teaching staff is the central pillar of the educational system, the question of their eco-pedagogical competencies arises. The development of eco-pedagogical competencies of teaching staff is closely connected to the increasing ecological sensibility of the entire population. Curricular and extra-curricular activities provide plenty of opportunities for ecological upbringing and educational activities; creating such teaching situations which will stimulate the development of environmental awareness and culture to students of all levels of education. However, such an operation requires te
with developed eco-pedagogical competencies.
Theoretical development of education for environmental protection has implied, in developed countries, education and training of teaching staff in this field. With the development of the concept of education for sustainable development, a number of international organizations initiated projects and programs dedicated to the education of teaching staff for sustainable development. Analysis of relevant sources and observations of contemporary practice shows that education for environmental protection (regardless of the correlation with sustainable development) must confront its own limitations. The complexity and seriousness of the problems of modern society requires such education that has the interrelated dimensions of environmental protection, security, peace, human rights, etc., whose goal is to develop responsible society on the path to sustainable development. It is, in fact, an education that will lead people to the habits of sustainability, participation in a democratic society and life in a sustainable way.
Regarding this, the competencies of teaching staff raise concerns of re-orientation of educational policies and educational systems towards sustainability (with a greater emphasis on developing knowledge, skills, perspectives and values in terms of sustainability). Certainly, environmental protection and sustainable development should be seen as a starting point for the selection of competencies, but if the identified competencies are not accompanied by the changes in education system, reorientation of the current curriculum, pedagogical and didactic-methodical activity, the expected results will not be achieved.
The theoretical contribution of the work is reflected in the consideration of all relevant factors that imply the need for the development of eco-pedagogical skills of teachers, while the empirical part of this paper is to identify the attitudes of respondents - teaching staff about their eco-pedagogical competencies and possibilities for
their development and improvement in the future. Environmental protection and sustainable development require new mental models. The key role in their creation belongs to the teaching staff who prepare the future generation of decision-makers, policy-makers and business leaders. The results of our research confirm the crucial importance of professional development for teachers and creating an environment for the integration of eco-pedagogical competencies in their professional development.
Authors Key words
eko-pedagoške kompetencije, nastavni kadrovi, obrazovanje za zaštitu životne sredine, održivi razvoj
Authors Key words
eco-pedagogical competencies, teachers, education for environmental protection, sustainable development
Classification
371.13/.14:502/504(043.3)
Subject
502/504
Type
Elektronska teza
Abstract (en)
The development of modern society has brought prosperity to mankind, but also many problems, of which the most complex is environmental degradation. The causes must be sought in the man himself and his consumer needs. All available resources (industrial, technical, technological, scientific, educational ...) are directed into the fight for progress and winning a comfortable life. It is undisputable that the man has done it, but, unfortunately, at the expense of nature and the quality of the environment. During the last few decades, mankind has been looking for ecologically acceptable solutions. Sustainable development and the ecologization of the educational system are considered to be the necessary assumption of a sustainable future.
Since the teaching staff is the central pillar of the educational system, the question of their eco-pedagogical competencies arises. The development of eco-pedagogical competencies of teaching staff is closely connected to the increasing ecological sensibility of the entire population. Curricular and extra-curricular activities provide plenty of opportunities for ecological upbringing and educational activities; creating such teaching situations which will stimulate the development of environmental awareness and culture to students of all levels of education. However, such an operation requires te
with developed eco-pedagogical competencies.
Theoretical development of education for environmental protection has implied, in developed countries, education and training of teaching staff in this field. With the development of the concept of education for sustainable development, a number of international organizations initiated projects and programs dedicated to the education of teaching staff for sustainable development. Analysis of relevant sources and observations of contemporary practice shows that education for environmental protection (regardless of the correlation with sustainable development) must confront its own limitations. The complexity and seriousness of the problems of modern society requires such education that has the interrelated dimensions of environmental protection, security, peace, human rights, etc., whose goal is to develop responsible society on the path to sustainable development. It is, in fact, an education that will lead people to the habits of sustainability, participation in a democratic society and life in a sustainable way.
Regarding this, the competencies of teaching staff raise concerns of re-orientation of educational policies and educational systems towards sustainability (with a greater emphasis on developing knowledge, skills, perspectives and values in terms of sustainability). Certainly, environmental protection and sustainable development should be seen as a starting point for the selection of competencies, but if the identified competencies are not accompanied by the changes in education system, reorientation of the current curriculum, pedagogical and didactic-methodical activity, the expected results will not be achieved.
The theoretical contribution of the work is reflected in the consideration of all relevant factors that imply the need for the development of eco-pedagogical skills of teachers, while the empirical part of this paper is to identify the attitudes of respondents - teaching staff about their eco-pedagogical competencies and possibilities for
their development and improvement in the future. Environmental protection and sustainable development require new mental models. The key role in their creation belongs to the teaching staff who prepare the future generation of decision-makers, policy-makers and business leaders. The results of our research confirm the crucial importance of professional development for teachers and creating an environment for the integration of eco-pedagogical competencies in their professional development.
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