Education for sustainable development and preschool teachers’ competencies
2019
Autori
Mitranić, NevenaMiškeljin, Lidija
Pavlović-Breneselović, Dragana
Ostala autorstva
Orlovic Lovren, VioletaPeeters, Jan
Matović, Nataša
Poglavlje u monografiji (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
Within the 2030 Agenda for Sustainable Development, inclusive quality education is
defined as one of the main sustainable development goals (SDG 4). According to the
UNESCO, education has also been recognised as the main vehicle for attaining all
the other SDGs. In 2017 UNESCO published a guide for educational professionals
(Education for Sustainable Development: Learning Objectives), identifying the key sustainability
competencies to be developed by all learners of all age groups – meaning
children and adults. Recognising teachers as learners as well, in this paper, we will
explore the meaning of key sustainability competencies for the role of the preschool
teacher and, by comparing them with National Standards for Preschool Teachers’ Competencies
and National Curriculum Framework for Early Childhood Education and
Care – Years of Ascent, consider the issues and possibilities for preschool teachers’
professional engagement in education for sustainable development in our nati...onal
education policy.
Ključne reči:
educational policy, preschool curriculum framework, standards for preschool teachers’ competencies, sustainability competenciesIzvor:
Quality of education: global development goals and local strategies, 2019, 63-81Izdavač:
- Institut za pedagogiju i andragogiju
- Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium
Finansiranje / projekti:
- Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji
Institucija/grupa
Pedagogija / PedagogyTY - CHAP AU - Mitranić, Nevena AU - Miškeljin, Lidija AU - Pavlović-Breneselović, Dragana PY - 2019 UR - http://reff.f.bg.ac.rs/handle/123456789/3436 AB - Within the 2030 Agenda for Sustainable Development, inclusive quality education is defined as one of the main sustainable development goals (SDG 4). According to the UNESCO, education has also been recognised as the main vehicle for attaining all the other SDGs. In 2017 UNESCO published a guide for educational professionals (Education for Sustainable Development: Learning Objectives), identifying the key sustainability competencies to be developed by all learners of all age groups – meaning children and adults. Recognising teachers as learners as well, in this paper, we will explore the meaning of key sustainability competencies for the role of the preschool teacher and, by comparing them with National Standards for Preschool Teachers’ Competencies and National Curriculum Framework for Early Childhood Education and Care – Years of Ascent, consider the issues and possibilities for preschool teachers’ professional engagement in education for sustainable development in our national education policy. PB - Institut za pedagogiju i andragogiju PB - Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium T2 - Quality of education: global development goals and local strategies T1 - Education for sustainable development and preschool teachers’ competencies EP - 81 EP - M14 SP - 63 UR - https://hdl.handle.net/21.15107/rcub_reff_3436 ER -
@inbook{ author = "Mitranić, Nevena and Miškeljin, Lidija and Pavlović-Breneselović, Dragana", year = "2019", abstract = "Within the 2030 Agenda for Sustainable Development, inclusive quality education is defined as one of the main sustainable development goals (SDG 4). According to the UNESCO, education has also been recognised as the main vehicle for attaining all the other SDGs. In 2017 UNESCO published a guide for educational professionals (Education for Sustainable Development: Learning Objectives), identifying the key sustainability competencies to be developed by all learners of all age groups – meaning children and adults. Recognising teachers as learners as well, in this paper, we will explore the meaning of key sustainability competencies for the role of the preschool teacher and, by comparing them with National Standards for Preschool Teachers’ Competencies and National Curriculum Framework for Early Childhood Education and Care – Years of Ascent, consider the issues and possibilities for preschool teachers’ professional engagement in education for sustainable development in our national education policy.", publisher = "Institut za pedagogiju i andragogiju, Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium", journal = "Quality of education: global development goals and local strategies", booktitle = "Education for sustainable development and preschool teachers’ competencies", pages = "81-M14-63", url = "https://hdl.handle.net/21.15107/rcub_reff_3436" }
Mitranić, N., Miškeljin, L.,& Pavlović-Breneselović, D.. (2019). Education for sustainable development and preschool teachers’ competencies. in Quality of education: global development goals and local strategies Institut za pedagogiju i andragogiju., 63-81. https://hdl.handle.net/21.15107/rcub_reff_3436
Mitranić N, Miškeljin L, Pavlović-Breneselović D. Education for sustainable development and preschool teachers’ competencies. in Quality of education: global development goals and local strategies. 2019;:63-81. https://hdl.handle.net/21.15107/rcub_reff_3436 .
Mitranić, Nevena, Miškeljin, Lidija, Pavlović-Breneselović, Dragana, "Education for sustainable development and preschool teachers’ competencies" in Quality of education: global development goals and local strategies (2019):63-81, https://hdl.handle.net/21.15107/rcub_reff_3436 .