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dc.contributor.authorMaijala, Minna
dc.contributor.authorHeikkola, Leena Maria
dc.contributor.authorKuusalu, Salla-Riikka
dc.contributor.authorLaine, Päivi
dc.contributor.authorMutta, Maarit
dc.contributor.authorMäntylä, Katja
dc.date.accessioned2023-05-22T10:14:22Z
dc.date.available2023-05-22T10:14:22Z
dc.date.issued2023
dc.identifier.citationMaijala, M., Heikkola, L. M., Kuusalu, S.-R., Laine, P., Mutta, M., & Mäntylä, K. (2023). Pre-service language teachers’ perceptions of sustainability and its implementation in language teaching. <i>Language Teaching Research</i>, <i>OnlineFirst</i>. <a href="https://doi.org/10.1177/13621688231170682" target="_blank">https://doi.org/10.1177/13621688231170682</a>
dc.identifier.otherCONVID_183219166
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/87049
dc.description.abstractIn both the school environment and teacher education, sustainable development is usually linked to the natural and social sciences and is rarely incorporated into language education or encouraged as part of language teacher education. As more research is needed on the practical implementation of sustainable development in language teaching and language teacher education, this study elucidates Finnish pre-service language teachers’ perceptions of sustainability dimensions (i.e. ecological, economic, social, and cultural) and their role in language teaching. We used a questionnaire comprising open-ended and Likert-scale questions to examine pre-service language teachers’ perceptions of and attitudes towards themes under all sustainability dimensions, and their feeling about their ability to integrate them into their teaching. Pre-service teachers (n = 26) recognized the importance of the social and cultural dimensions in language teaching and felt more capable of addressing personal environmental actions than global problems in the language classroom. Some pre-service teachers produced concrete practices linking sustainability issues with language teaching, but they were mostly teacher-centred. The pre-service teachers did not link equality as tightly to the cultural and social aspects of language teaching as they did in their personal lives. These findings help in developing language teaching and teacher education programmes toward the educational sustainable development goals. Moreover, the questionnaire can be used to analyse the consideration of sustainability themes in language teaching and language teacher education.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSAGE Publications
dc.relation.ispartofseriesLanguage Teaching Research
dc.rightsCC BY 4.0
dc.subject.othereducation for sustainable development
dc.subject.otherlanguage teaching
dc.subject.otherlanguage teacher education
dc.subject.otherpre-service language teachers
dc.subject.othersustainability
dc.titlePre-service language teachers’ perceptions of sustainability and its implementation in language teaching
dc.typeresearch article
dc.identifier.urnURN:NBN:fi:jyu-202305223122
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.oppiaineEnglannin kielifi
dc.contributor.oppiaineEnglishen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn1362-1688
dc.relation.volumeOnlineFirst
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2023
dc.rights.accesslevelopenAccessfi
dc.type.publicationarticle
dc.subject.ysokestävä kehitys
dc.subject.ysokieltenopetus
dc.subject.ysokieltenopettajat
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p8470
jyx.subject.urihttp://www.yso.fi/onto/yso/p38117
jyx.subject.urihttp://www.yso.fi/onto/yso/p15028
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1177/13621688231170682
jyx.fundinginformationThis work was supported by Kone Foundation (grant number 202006277).
dc.type.okmA1


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