In-service home economics teachers' attitudes to the integration of sustainable topics in the home economics subject.

Autor/inn/en	Erjavsek, Martina; Lovsin Kozina, Francka; Kostanjevec, Stojan
Titel	In-service home economics teachers' attitudes to the integration of sustainable topics in the home economics subject. Paralleltitel: Odnos uciteljev gospodinjstva do vkljucevanja trajnostnih vsebin pri predmetu gospodinjstvo.
Quelle	In: CEPS journal, 11 (2021) 1, S. 27-47Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.614
URN	urn:nbn:de:0111-pedocs-218898
Schlagwörter	Kompetenz; Fragebogenerhebung; Qualitative Forschung; Quantitative Forschung; Einstellung (Psy); Lehrer; Lernziel; Curriculum; Bildung für nachhaltige Entwicklung; Nachhaltige Entwicklung; Hauswirtschaftslehre; Slowenien
Abstract	Education for sustainable development is essential for the well-being of present and future generations and is one of the key objectives in the discipline of home economics. The purpose of this research was to ascertain whether in-service teachers of home economics recognise the opportunities to educate students about sustainable development in their courses and if they can identify the topics related to sustainable development that they can integrate into the subject of home economics. To determine this, a study using a questionnaire with a non-random sample of 89 Slovenian in-service home economics teachers was conducted. The results were qualitatively and quantitatively analysed. According to the research results, in-service home economics teachers understand that the topics of the subject promote education for sustainable development. They see the most opportunities for integrating sustainable topics arising in the fields of food and living environments, and less in economics and textiles. This is evident because sustainability topics are predominantly connected to food and the living environment classes in the current education system. Based on the research results, it can be deduced that in-service home economics teachers should be offered ongoing professional development in order to achieve the competences needed to teach sustainable development as part of the home economics subject. The need to update the curriculum of this subject has emerged as it offers numerous opportunities to educate the young in topics related to sustainable living. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/3