STUDENTSâ€™ PERCEPTION OF THE TEACHING PROFESSION AS AN ANTECEDENT TO SUSTAINABILITY IN TEACHER EDUCATION
Sustainability and sustainable development have increasingly become critical issues in teacher education and development. Since sustainable development in education is impossible without the professional competence of teachers, there has been growing pressure for the reorientation of teacher education all over the world and Kenya in particular. However, referent literature indicates that scholars have not examined the extent to which the transformations in higher learning in Kenya have integrated sustainability. This paper explores studentsâ€™ perception of the teaching profession as an antecedent of sustainability in teacher education in Kenya. The present research focused on the socio-psychological model of sustainable behaviour. The study utilised ex post facto cross-sectional design and purposive sampling methods were used to select four institutions of higher learning in Kenya. A structured self-response questionnaire and interview schedule. The researcher used descriptive and inferential statistics to analyse quantitative data using statistical tools using the Statistical Package for Social Sciences (SPSS) version 24.0. A sample of 376 respondents filled the questionnaire, resulting in a response rate of 94%. The observed mean age was 22 years, with a standard deviation of 2.23. Among respondents, 216(57.4%) were male while 160(42.6%) we female. Research findings indicate that high 220(59%) percentages of respondents perceived sustainability in teacher education, followed by moderate 148(39%) with a combined perception level of 98%. The findings present an implication that the idea of sustainability in teacher education has great potential for future developments in the programme. These study findings present significant implications for teacher preparation strategies for sustainable development in education. The findings also shed light on the state of preparedness as well as advances made in Kenyan higher education in compliance with global trends in best practices for teacher education in the face of sustainable development.
Babbie, E. (1995). The Practice of Social Research (7th Ed). Belmont, CA: Wordsworth Publishing Company
Baily, F., Oâ€™Flaherty, J. & Hogan, D. (2017) Exploring the nature and implications of student-teacher engagement with development education initiatives, Irish Educational Studies, 36:2, 185-201, DOI: 10.1080/03323315.2017.1327367
Balyer, A. & Ã–zcan, K. (2014). Choosing Teaching Profession as a Career: Studentsâ€™ Reasons. International Education Studies. 7(5): 104-115
Barth, M.; Michelsen, G.; Rieckmann, M. Y Thomas, I. (2016). Handbook of Higher Education for Sustainable Development. Routledge Publishers. London. New York. Routledge International Handbooks.
Bell, D. (2016). Twenty-First Century Education: Transformative Education for Sustainability and Responsible Citizenship. Journal of Teacher Education for Sustainability. 18(1): 48-56.
Cermik, H, Dogan, B, & Sahin, A. (2010). Prospective Elementary Classroom Teachersâ€™ Motives for Choosing the Teaching Profession. Pamukkale Universitesi Egitim Fakultesi Dergisi, 28(2): 201-212.
Cushner, K. (2011). Intercultural Research in Teacher Education: An Essential Intersection in the Preparation of Globally Competent Teachers. Action in Teacher Education. 33(5-6), 601-614. DOI: 10.1080/01626620.2011.627306 Retrieved from https://digitalcommons.kent.edu/tlcspubs/2
Cushner, Kenneth (2012). Intercultural Competence for Teaching and Learning. Internationalising Teacher Education in the United States, 41-58. Retrieved from https://digitalcommons.kent.edu/tlcspubs/6
Eslamian, H. Jafari, S. E. M. & Neyestani, M. R. (2017). Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance. Journal of Teacher Education for Sustainability, 19(2), 90-106
Foley, C, & Murphy, M. (2015). Burnout in Irish Teachers: Investigating the Role of Individual Differences, Work Environment and Coping Factors. Teaching and Teacher Education, 50: 46-55.
Gao, X, & Trent, J. (2009). Understanding Mainland Chinese Studentsâ€™ Motivations for Choosing Teacher Education Programmes in Hong Kong. Journal of Education for Teaching, 35: 145-159.
Gaudiano, E. J. G.; Meira-Cartea, P. Ã.; & MartÃnez-FernÃ¡ndez, C. N. (2015). Sustentabilidad Y Universidad: Retos, Ritosy Posibles Rutas*. Rev. de l EducciÃ³n Suior, 44, 69â€“93.
Grant, C. A., & Portera, A. (2011). Intercultural and Multicultural Education: Enhancing Global Interconnectedness. New York: Routledge.
GutiÃ©rrez, B. E.; & MartÃnez, M. A. (2010). El Plan De AcciÃ³n Para El Desarrollo Sustentable En Las Instituciones De EducaciÃ³n Superior. Escenarios posibles. Revista de la EducaciÃ³n Superior, 154, 111â€“132.
Hassan, N, Jani, S. H. M, Som, R. M, Hamid, N. Z. A, & Azzizam, N. A. (2015). The Relationship between Emotional Intelligence and Teaching Effectiveness among Lecturers at Universiti Teknologi Mara, Puncak Alam, Malaysia. International Journal of Social Science and Humanity, 5(1): 1-5.
Klassen, R. M., Al-Dhafri, S., Hannok, W., & Betts, S. M. (2011). Investigating pre-service teacher motivation across cultures using the Teachersâ€™ Ten Statements Test. Teaching and Teacher Education, 27, 579â€“588.
Kyriacou, C., & Coulthard, M. (2000). Undergraduatesâ€™ views of teaching as a career choice. Journal of Education for Teaching, 26(2), 117-126. http://dx.doi.org/10.1080/02607470050127036
Liddy, M., & Parker-Jenkins, M. (2013). Education that Matters: Teachers, Critical Pedagogy and Development Education at Local and Global Level. Oxford: Peter Lang.
MartÃnez-FernÃ¡ndez, C. N.; Gaudiano, E. J. G. (2015). Las PolÃticas Para La Sustentabilidad De Las Instituciones De EducaciÃ³n Superior En MÃ©xico: Entre El Debate Y La AcciÃ³n. Rev. de l EducciÃ³n Suior, 44, 61â€“74.
McDiarmid, G. W. & Clevenger-Bright, M. (2008). Rethinking teacher capacity. In M. CochranSmith (Ed.), Handbook of Research on Teacher Education: Enduring Issues in Changing Contexts. (3rd Ed.). Elmsford, NY: Pergamon Press.
Mohammadi, M. & Moradi, K. (2017). Exploring Change in EFL Teachersâ€™ Perceptions of Professional Development. Journal of Teacher Education for Sustainability. 19(1): 22-42
Reid, E. & HorvÃ¡thovÃ¡, B. (2016) Teacher Training Programs for Gifted Education with Focus on Sustainability. Journal of Teacher Education for Sustainability, 18(2):66-74
Thomson, M. M.; Turner, J. E.; & Nietfeld, J. L. (2012). A Typological Approach to Investigate the Teaching Career Decision: Motivations and Beliefs about Teaching of Prospective Teacher Candidates. Teaching and Teacher Education. 28(3): 324-335
Ulrika, B. Stefan, L. Lena, M. & Annbritt, P. (2018). Why Become a Teacher? Student Teachersâ€™ Perceptions of the Teaching Profession and Motives for Career Choice, European Journal of Teacher Education, DOI: 10.1080/02619768.2018.1448784
UNESCO (2015). Rethinking Education: Towards a Global Common Good? Paris: UNESCO Publishing
UNESCO. (2005). Decenio De Las Naciones Unidas De La EducaciÃ³n Para El Desarrollo Sustentable. Available online: www.unesco.org/education/desd (accessed on 20 October 2017).
UNESCO. (2017). Desarrollo Sostenible. Available online: http://www.unesco.org/new/es/education/themes/leading-the-international-agenda/education-for-sustainable-development/sustainabledevelopment/ (accessed on 20 October 2017).
Yuce, K., Sahin, E., Kocer, O., & Kana, F. (2013). Motivations for Choosing Teaching as a Career: A Perspective of Pre-Service Teachers from a Turkish Context. Asia Pacific Educ. Rev., 14, 295-306. http://dx.doi.org/10.1007/s12564-013-9258-9