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Title EXPLORING TEACHER-EDUCATORS' TEACHING STYLES AND STUDENT-TEACHERS' SUSTAINABILITY CONSCIOUSNESS

Author(s) Ayesha Nousheen

Abstract Education for Sustainable Development (ESD) has become a vital field of research and a central approach for educating individuals about the complex global challenges facing the world today. The study aimed to explore the teacher-educators’ teaching styles while educating students for sustainable development and student-teachers’ sustainability consciousness in seven public sector institutions of Rawalpindi and Islamabad, and to find out the effectiveness of teaching styles on student-teachers’ sustainability consciousness. A convergent parallel mixed methods design was applied. The population of the study was 1986 student-teachers, and a stratified random sampling technique was used to select the sample. Data were collected using a teaching styles questionnaire based on Grasha (1996) Teaching Styles framework and a sustainability consciousness questionnaire rooted in Gericke et al. (2019) framework. Semi-structured interviews were also conducted for qualitative data. Descriptive and inferential statistics, as well as Structural Equation Modelling (SEM) were applied using SPSS 24 and Smart PLS 4.0 respectively for quantitative analysis, and themes were derived from qualitative data. The results showed that most student-teachers perceived the expert teaching style as the most prevalent and have above average knowledge and attitude towards sustainable development but below average behavior towards sustainable development. The study also found that all teaching styles have a positive significant effect on student-teachers' knowledge and attitude towards sustainable development, except for the personal model teaching style which did not affect any dimension of sustainability consciousness. Based on the results, it is recommended that dedicated courses related to sustainable development needs to be introduced in teacher-education programs and training of pre-service and in-service teachers is area that needs to be addressed for a thorough integration of ESD into the education system. The area of economic dimension needs to be addressed as for sustainable development. The study recommends that teacher-educators may focus on promoting sustainability attitude and behavior in students by incorporating mixed teaching styles. Additionally, teachers may encourage student-centered approaches to promote positive attitudes towards sustainability.

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Education

Language English

Publication Date 2023-05-29

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