Abstract

The present study aims to explore the perceived factors affecting student-teachers’ (STs) learning about social urban sustainability. Participants were 63 STs enrolled in a Department of Primary Education located in Northern Greece. Although the participants were aware of the principles of sustainability and education for sustainability, none of them had familiarity with social or urban sustainability. Reflective group discussions, in the form of semi-structured interviews, at the end of the course, each one lasting about 30 min, served as the data source. Data were subjected to qualitative analysis employing bottom-up development of categories. The results indicate that teaching methods associated factors, like the practical nature of the course and classroom discussions, along with the use of proper teaching tools and activities, including site visits, and concept maps, were the main factors affecting STs’ learning, suggesting a strong and constructive combination between theory and praxis for the advancement of STs’ learning. Moreover, the provision of multiple learning environments to learners was also a prerequisite for effective learning.

摘要

本研究旨在探讨影响师生 (ST) 了解社会城市可持续性的感知因素。参与者是在位于希腊北部的初级教育部门注册的 63 名 ST。尽管参与者了解可持续性的原则和可持续性教育，但他们都不熟悉社会或城市可持续性。以半结构化访谈的形式进行的反思性小组讨论，在课程结束时，每次持续约 30 分钟，作为数据来源。数据采用自下而上的类别发展进行定性分析。结果表明，教学方法与课程的实用性和课堂讨论等因素相关，以及适当的教学工具和活动的使用，包括实地考察和概念图在内，是影响 STs 学习的主要因素，这表明理论与实践之间的强有力的建设性结合可以促进 STs 的学习。此外，为学习者提供多种学习环境也是有效学习的先决条件。