Educators' Intentions for Learning in Virtual School Garden Exchanges: A Comparison with the Aims of Education for Sustainable Development

Autor/in	Lochner, Johanna
Titel	Educators' Intentions for Learning in Virtual School Garden Exchanges: A Comparison with the Aims of Education for Sustainable Development
Quelle	In: Environmental Education Research, 27 (2021) 8, S.1172-1191 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lochner, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2021.1921116
Schlagwörter	Teacher Attitudes; Intention; Elementary School Teachers; Secondary School Teachers; Virtual Classrooms; Computer Mediated Communication; International Educational Exchange; Gardening; Food; Competence; Cooperation; Values; Educational Objectives; Environmental Education; Sustainable Development; Developing Nations; Developed Nations; Foreign Countries; United Kingdom (England); United States; Germany; Greece; Kenya; Uganda; Argentina; Peru; Mexico; India + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Computerkonferenz; Internationaler Austausch; Gartenarbeit; Lebensmittel; Kompetenz; Co-operation; Kooperation; Wertbegriff; Educational objective; Bildungsziel; Erziehungsziel; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Ausland; USA; Deutschland; Griechenland; Kenia; Argentinien; Mexiko; Indien
Abstract	It is widely recognized that education plays a key role in addressing current global challenges. Education for Sustainable Development (ESD) combines local actions with global thinking. In Virtual School Garden Exchanges (VSGEs) primary and secondary students from the Global South and North interact and communicate digitally about their school gardens. This study focuses on educators' expectations regarding learning outcomes of VSGEs and possible parallels with ESD and Virtual Exchanges (VEs) in general. A qualitative content analysis of 23 semi-structured interviews with educators engaged in 18 VSGEs was conducted. Even though the VSGEs took different individual approaches, the analysis revealed many commonalities in the respondents' intentions: amongst other things, educators were aiming to promote knowledge about gardening and food, horticultural and cooperation competencies, and values such as solidarity. Nevertheless, some educators feared that VSGEs might also have some negative effects. The results show parallels with the aims of ESD and VEs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01