Latvian primary school teachers’ views: Contemporary learner and future society
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Dec 3, 2016
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Abstract
The paper presents a study of focus groups conducted in schools of Latvia involving teachers of grades 1 – 6 (n=76). The first stage of research presents the analyses of teachers’ discussion what a contemporary learner is like, while at the second stage of the study focuses on finding of what the future society will be like when the present-day primary school learners have left the school, what teachers must change in their work in the process of learning to meet the needs of the future.
The data and outcomes of this study are based on the outcomes of focus group discussions and the analysis of the experience in other papers. According to the acquired outcomes of the study, contemporary learners on the one hand are braver, ready for an active action, they use various opportunities, they are aware of their worth, on the other hand, they accept diversity, spend much time watching TV, using the global network, that does not facilitate social communication. Conclusion: For the process of learning to meet the needs of the future, learners must be given an opportunity to construct such knowledge, skills, and attitudes that make it possible to view processes holistically, grasping the mutual interaction of different aspects.
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References
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Barbour, R. S., & Kitzinger, J. (1999). Developing focus group research. Introduction: the challenge and promise of focus groups. In Barbour, R. S., & Kitzinger, J. (Ed.), Developing focus group research. London, etc.: Sage Publications. (pp.1-20).
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Clavin, B., & Lewis, A. (2005). Focus groups on consumers’ ethical beliefs. In Harrison, R., Newholm, T. & Shaw, D. (Ed.), The ethical consumer. London: Sage Publications, 173-187.
Department of Education and Skills (2007) Sustainable development: our commitment. www.dfes.gov.uk/aboutus/sd/ retrieved June 12, 2015.
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Grabovska, R. (2011). Mācību process ilgtspējīgai ekonomikai un sabiedrībai: gadījuma izpēte Latvijas kontekstā. [Study process for sustainable economic and society: Latvian case study], 53rd Scientific International Conference of Daugavpils University, April 13-15, 2011, Daugavpils: Daugavpils University.
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Jupp, V. (2006). The SAGE dictionary of social research methods: Focus group. Sage: Sage Publications, 392-395 DOI: 10.4135/9780857020116
Kolb, B. (2008). Marketing research: 8 planning and conducting focus groups. SAGE research methods online. Sage: Sage Publications, Inc. 124-140, DOI: 10.4135/9780857028013
Krueger, R.,& Casey, M. (2000). Focus groups: A practical guide for applied research. (3rd Edition) Newbury Park, CA: Sage Publications.
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Miller, R. L. & Brewer, J. (Ed.) (2003). The A-Z of social research. London, etc.: Sage Publications, 121-123. Retrieved from http://srmo.sagepub.com/view/the-a-z-of-socialresearch/n41.xml?rskey=5OWXn6
Munday, J. (2006). Identity in focus: The use of focus groups to study the construction of collective identity. Sociology, 40, 1, 89–105.
Noddings, N. (1998). Philosophy of education. Colorado: Westview Press.
O'Sullivan, E. (1999). Transformative learning: Educational vision for the 21 st century. London, New York: Zed Books, in association with University of Toronto Press, Toronto.
Posch, A., & Steiner, G. (2006) Integrating research and teaching on innovation for sustainable development. International Journal of Sustainability in Higher Education, 7, 3, 276-292.
Ryland, E. (2000). Gaia rising: A Jungian look at environmental consciousness and sustainable organizations. Organization and Environment, 13, 4, 381–402. DOI:10.1177/1086026600134001
Salīte, I. (2006). Aim of education in the context of present and future educational issues: Perspective of teachers. In A. Pipere (Ed.), Education & sustainable development: First steps toward changes, 1, 90 – 407. Daugavpils: Daugavpils University Publishing House “Saule”.
Thoresen, V. (2004). Cultivating sustainable lifestyles. UNESCO, IEF Conference, University of Thessaloniki,
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UN (1992) Press summary of Agenda 21 - Final text, United Nations (UN) Conference on Environment and Development, Rio de Janeiro, Brazil, 3-14 June. Retrieved from http://www.un.org/esa/sustdev/documents/agenda21/english/agenda21chapter36. htm
UNESD (2004). DESD draft international implementation scheme. Paris: UNESCO
Webster, K, Johnson, C. (2010). Sense & sustainability. Educating for a circular economic. UK: Ellen MacArthur Foundation.
Barbour, R. S., & Kitzinger, J. (1999). Developing focus group research. Introduction: the challenge and promise of focus groups. In Barbour, R. S., & Kitzinger, J. (Ed.), Developing focus group research. London, etc.: Sage Publications. (pp.1-20).
Brooks, G. & Brooks, M. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Brundiers, K., & Wiek, A., Redman C.L. (2010). Real-world learning opportunities in sustainability: from classroom into the real world. International Journal of Sustainability in Higher Education. 11, 4, 308-324.
Clavin, B., & Lewis, A. (2005). Focus groups on consumers’ ethical beliefs. In Harrison, R., Newholm, T. & Shaw, D. (Ed.), The ethical consumer. London: Sage Publications, 173-187.
Department of Education and Skills (2007) Sustainable development: our commitment. www.dfes.gov.uk/aboutus/sd/ retrieved June 12, 2015.
Gedžūne, I., & Gedžūne, G. (2011) Exploring and promoting ecological consciousness in teacher education: the possibilities of educational action research in education for sustainable development. Journal of Teacher Education for Sustainability, 13, 1, 43–61. DOI: 10.2478/v10099-011-0004-2
Grabovska, R. (2006) Ilgtspējības principa īstenošana skolotāju izglītībā. [Implementation of the principle of sustainability in teacher education] Ph.D theses. Daugavpils: Daugavpils University.
Grabovska, R. (2011). Mācību process ilgtspējīgai ekonomikai un sabiedrībai: gadījuma izpēte Latvijas kontekstā. [Study process for sustainable economic and society: Latvian case study], 53rd Scientific International Conference of Daugavpils University, April 13-15, 2011, Daugavpils: Daugavpils University.
Hicks, D. (2010) The long transition: Educating for optimism and hope in troubled times. 3rd Annual Conference of the UK Teacher Education Network for Education for Sustainable Development/ Global Citizenship, Retrieved July 28, 2010, 1-28
Hughes, D. & DuMont, K. (1993) Using focus groups to facilitate culturally anchored research. American Journal of Community Psychology, 21, 6, 775–806.
Jup, V. (Ed.) (2006) The SAGE dictionary of social research methods. London, etc.: Sage Publications, 122-123, Retrieved on April 30, 2011 from http://srmo.sagepub.com/view/the-sage-encyclopediaof-social-science-research-methods/n82.xml?rskey=5OWXn6.
Jupp, V. (2006). The SAGE dictionary of social research methods: Focus group. Sage: Sage Publications, 392-395 DOI: 10.4135/9780857020116
Kolb, B. (2008). Marketing research: 8 planning and conducting focus groups. SAGE research methods online. Sage: Sage Publications, Inc. 124-140, DOI: 10.4135/9780857028013
Krueger, R.,& Casey, M. (2000). Focus groups: A practical guide for applied research. (3rd Edition) Newbury Park, CA: Sage Publications.
Miller, R. (1995). Educational freedom for a democratic society: A critique of national goals, standards, and curriculum. Brandon, VT: Resource Center for Redesigning Education.
Miller, R. L. & Brewer, J. (Ed.) (2003). The A-Z of social research. London, etc.: Sage Publications, 121-123. Retrieved from http://srmo.sagepub.com/view/the-a-z-of-socialresearch/n41.xml?rskey=5OWXn6
Munday, J. (2006). Identity in focus: The use of focus groups to study the construction of collective identity. Sociology, 40, 1, 89–105.
Noddings, N. (1998). Philosophy of education. Colorado: Westview Press.
O'Sullivan, E. (1999). Transformative learning: Educational vision for the 21 st century. London, New York: Zed Books, in association with University of Toronto Press, Toronto.
Posch, A., & Steiner, G. (2006) Integrating research and teaching on innovation for sustainable development. International Journal of Sustainability in Higher Education, 7, 3, 276-292.
Ryland, E. (2000). Gaia rising: A Jungian look at environmental consciousness and sustainable organizations. Organization and Environment, 13, 4, 381–402. DOI:10.1177/1086026600134001
Salīte, I. (2006). Aim of education in the context of present and future educational issues: Perspective of teachers. In A. Pipere (Ed.), Education & sustainable development: First steps toward changes, 1, 90 – 407. Daugavpils: Daugavpils University Publishing House “Saule”.
Thoresen, V. (2004). Cultivating sustainable lifestyles. UNESCO, IEF Conference, University of Thessaloniki,
Greece.
UN (1992) Press summary of Agenda 21 - Final text, United Nations (UN) Conference on Environment and Development, Rio de Janeiro, Brazil, 3-14 June. Retrieved from http://www.un.org/esa/sustdev/documents/agenda21/english/agenda21chapter36. htm
UNESD (2004). DESD draft international implementation scheme. Paris: UNESCO
Webster, K, Johnson, C. (2010). Sense & sustainability. Educating for a circular economic. UK: Ellen MacArthur Foundation.