HOW DO FILIPINO TEACHERS INTERPRET SUSTAINABILITY DEVELOPMENT GOALS IN SCIENCE LESSON (AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS)
(1) Sanata Dharma University, Indonesia
(2) Silliman University, Philippines
(*) Corresponding Author
Abstract
Keywords
Full Text:
PDFReferences
Aparecio, M.B. (2018). Mentoring, self-efficacy, and performance in conducting investigatory projects: A mixed-method analysis. Asia Pacific Institute of Advanced Research, 4(2), 65-76. https://doi.org/10.25275/apjcectv4i2edu7.
Bankoff, G. (2007). Living with risk; Coping with disasters: hazard as a frequent life experience in the Philippines. Education about Asia, 12(2), 26-29.
Clark, D. A. (2014). Defining and measuring human well-being. In B. Freedman (Ed.), Global environmental change: Handbook of global environmental pollution (Vol 1, pp. 833–855). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-5784-4_66.
Cottafava, D., Ascione, G.S., Corazza, L., & Dhir, A. (2022). Sustainable development goals research in higher education institutions: An interdisciplinarity assessment through an entropy-based indicator. Journal of Business Research, 151, 138-155. https://doi.org/10.1016/j.jbusres.2022.06.050.
Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social–affective engagement and goal flexibility. Nature Reviews Neuroscience, 13(9), 636–650. https://doi.org/10.1038/nrn3313.
Darling-Hammond, L. (1990). Teacher evaluation in transition: Emerging roles and evolving methods. In J. Millman & L. Darling-Hammond (Eds.), The new handbook of teacher evaluation: Assessing elementary and secondary school teachers (pp. 17–32). Newbury Park, CA: Sage.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Dela Fuente, J. A., & Biñas, L. C. (2020). Teachers’ competence in information and communications technology (ICT) as an educational tool in teaching: An empirical analysis for program intervention. Journal of Research in Education, Science and Technology, 5(2), 61-76.
Demkanin, P., Kibble, B., Lavonen, J., Guitart, J., & Turlo, J. (2008). Effective use of ICT in science education. Edinburgh: Bob Kibble, School of Education, University of Edinburgh.
Ertikanto, C., Herpratiwi, Yunarti, T., & Saputra, A. (2017). Development and evaluation of a model-supported scientific inquiry training program for elementary teachers in Indonesia. International Journal of Instruction, 10(3), 93-108. https://doi.org/10.12973/iji.2017.1037a.
Karagiorgi, Y., & Charalambous, K. (2006). ICT in‐service training and school practices: In search for the impact. Journal of Education for Teaching, 32(4), 395-411. https://doi.org/10.1080/02607470600981995.
Kennelly, J., Taylor, N., Maxwell, T., & Serow, P. (2012). Education for sustainability and pre-service teacher education. Australian Journal of Environmental Education, 28(1), 57–58.
Mohammed, S. A. (2013). Promoting scientific literacy by using ICT in science teaching. International Education Studies, 6(9), 175-186. https://doi.org/10.5539/ies.v6n9p175.
Nemec, P.B. (2018). Training evaluation. Psychiatric Rehabilitation Journal, 41(1), 80–81. https://doi.org/10.1037/prj0000291.
O’Flaherty, J., & Liddy, M. (2017). The impact of development education and education for sustainable development interventions: A synthesis of the research. Environmental Education Research, 24(7), 1031–1049. https://doi.org/10.1080/13504622.2017.1392484.
Owston, R.D., Sinclair, M., & Wideman, H. (2008). Blended learning for professional development: An evaluation of a program for middle school mathematics and science teachers. Teachers College Record, 110(5), 1033-1064.
Peterson, K. D. (2000). Teacher evaluation: A comprehensive guide to new directions and practices (2nd ed.). Thousand Oaks, CA: Corwin Press.
Roberto, J., & Madrigal, D. (2018). Teacher quality in the light of the Philippine professional standards for teachers. Philippine Social Science Journal, 1(1), 67-80. https://doi.org/10.52006/main.v1i1.13.
Seebruck, R. (2015). Teacher quality and student achievement: A multilevel analysis of teacher credentialization and student test scores in California High Schools. McGill Sociological Review, 5, 1-18.
Sirait, S. (2016). Does teacher quality affect student achievement? An empirical study in Indonesia. Journal of Education and Practice, 7(27), 34-41.
Smith, J. A., & Nizza, I. E. (2022). What is interpretative phenomenological analysis? In J. A. Smith & I. E. Nizza (Eds.), Essentials of interpretative phenomenological analysis (pp. 3–10). Washington DC: American Psychological Association. https://doi.org/10.1037/0000259-001.
The 17 Goals. (2015). Sustainable development. Retrieved from https://sdgs.un.org/goals.
Turkmen, H. (2022). Science teachers' view on sustainable development in COVID-19 pandemic process. Journal of Science Learning, 5(3), 531-539.
UNESCO. (2011). ICT competency framework for teachers. Retrieved from http://unesdoc.unesco.org/images/0021/002134/213475E.pdf.
UNESCO. (2018a). World teachers’ day: Quality education requires well-trained teachers. Retrieved from https://iite.unesco.org/news/world-teachers-day-quality-education-requires-well-trained-teachers/.
United Nations University. (2006). Understanding human well-being. Retrieved from http://dro.deakin.edu.au/view/DU:30028707.
Wu, Z., & Glaser, R. E. (2004). Software for the synergistic integration of science with ICT education. Journal of Information Technology Education, 3, 325–339. https://doi.org/10.28945/305.
DOI: https://doi.org/10.24071/ijiet.v8i2.7611
DOI (PDF): https://doi.org/10.24071/ijiet.v8i2.7611.g4155
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Wahyu Wido Sari, Genesis E. Lalas
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
IJIET Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.
This work is licensed under CC BY-SA.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJIET DOI: https://doi.org/10.24071/ijiet
p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)
IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.