Intrinsic Teacher Practice to Holistic Public School Reform – SDGs Project 1 Report
Download PDF
$currentUrl="http://$_SERVER[HTTP_HOST]$_SERVER[REQUEST_URI]"

Keywords

Education for Sustainable Development (ESD)
Ecological Teacher Agency (ETA)
Social Impact Management
Transformative learning
Systems thinking

DOI

10.26689/ief.v1i1.5111

Submitted : 2024-03-24
Accepted : 2024-04-08
Published : 2024-04-23

Abstract

This article is a report on the development of a model for public school organization and curriculum as a foundation for Education for Sustainable Development (ESD) practice, undertaken as part of the “Project to Promote ESD” commissioned by the National Commission for UNESCO of the Ministry of Education, Culture, Sports, Science and Technology (MEXT). The project, led by Shizuoka University, is carried out by the ESD Hooripu, a framework study group that links public schools to holistic reform through intrinsic teacher practice for ESD. The project aims to construct a theoretical framework to support educational and school reform in local authorities from an ESD perspective, using Social Impact Management/Logic Model as a perspective for change. It also focuses on developing teachers’ Ecological Teacher Agency (ETA) through workshops, training sessions, and evaluation support. The outcomes of these efforts are validated through a comprehensive evaluation. Overall, this article highlights the importance of intervention in the project, aiming to empower teachers to enhance their expertise and actively engage in educational reforms. The utilization of a logic model approach is crucial for sharing and aligning visions and aspirations for education in schools and communities, transcending mere outcome evaluation and leveraging it as a tool for educational policy.

References

Priestley M, Biesta G, Robinson S, (eds) 2016, Teacher Agency: What is it and Why Does it Matter, in Flip the System: Changing Education from the Ground Up. Routledge, Oxford.

Leijen Ä, Pedaste M, Lepp L, 2020, Teacher Agency Following the Ecological Model: How it is Achieved and How it Could be Strengthened by Different Types of Reflection. British Journal of Educational Studies, 68(3): 295–310. https://doi.org/10.1080/00071005.2019.1672855

Shizuoka University Faculty of Education, 2021, 2020 SDGs Project 1 Achievement Report: Considering Holistic School Organizational and Curriculum Reform, Shizuoka University, Shizuoka.

Nagata Y, Soga S, 2015, Challenges in Monitoring and Evaluation of ESD in the Post-Decade of Education for Sustainable Development: Critical Examination of Domestic and International Evaluation Frameworks. Seishin Women’s University Journal, 124(41): 41–88.

UNESCO, 2009, Review of Contexts and Structures for Education for Sustainable Development 2009. UNESCO, Paris.

Soga S, 2013, A Study on ‘Transformative Learning of Self and Society’ in ESD: Focusing on Systems Thinking. National Institute for Educational Policy Research Bulletin, 142: 101–115.